DATE DUE JUt-rT 19 /y xC4>-^--^r t nr nL>^ - *>-*-< .y\> / Y^>^L^a-^r ^ - 7//^y / Unjoin* a k&s & y ,7^/ lis'ho i I ’■ At, 4/0SF GAYLORD PRINTED IN U.S.A. OF THE COMMISSIONER OF EDUCATION FOR NATIONAL LIBRARY OF EDUCATION JAN o _ 1998 U.S DEPT OF EDUCATION THE YE-A-E 1880. U-S, WASHINGTON: OOTBESMEHT FEINTING OFFICE. 1882. CORRIGENDA. Page 185. In explanation <$f tlie large increase of receipts for public schools reported ; for Missouri in ISTQ-’SO1, it should be mentioned that the sum given, $832,371, | includes a balance on hand frojm the previous year. L 111 -A3 1880 United States. Bureau of Education . Report of the Commissioner of Education made to the CONTENTS. Report of the Commissioner of Education . . General statement of tlie work of the office, with list of its publications during the year, v, vi ; remarks on the collection of statistics of edu¬ cation throughout the United States, vii, viii; statistical summary of institutions, instructors, and students for the last ten years, viii- xj summary of school age, population, enrolment, attendance, &c.. xi, xii; diagram of school ages in the United States, xii; diagram of the relation of average attendance and enrolment to school pop¬ ulation, xiii; diagram of the average pay of male and female teachers, xiv; summary of the teachers employed in the public schools and their average monthly salaries, xv, xvi ; increased com¬ pleteness and value of educational reports, xvi, xvii ; rural schools and graded courses of study therein, xvii-xix ; selection and ap¬ pointment of teachers, xx; methods of computing average monthly salaries, xx, xxi; summary of annual income, and expenditure for public schools, xxii, xxiii; summary of per capita expenditure, xxiii, xxiv; teachers’ tenure of office, school supervision, xxv; women as voters and school officers, xxv, xxvi; permanent school funds, xxvi ; educational land grants by the United States to public- land and other States, xxvi-xxxiv; examination of schools, xxxiv, xxxv ; instruction in morals, xxxv, xxxvi ; educational activity, xxxvi,xxxvii; text books, xxxvii; statistical generalizations by years and topics, xxxvii-xxxix ; diagram of school population, en¬ rolment, and average attendance for eight years, xl ; summary of the educational condition of the States and Territories, xli-lvii; comparative statistics of education in the South, lvii; educa¬ tion of the colored race, Iviii-lxiv ; Peabody fund, lxv; summary of school statistics of cities, lxvi-lxxxi; women on school boards, ser¬ vice and qualifications of school boards, Ixxxii; superintendents, Ixxxii, lxxxiii; attendance and school population, lxxxiii, ixxxiv ; oonduct of elementary instruction, Ixxxiv, lxxxv; high schools, discipline, truant service, lxxxv; diagram of relation between school population and enrolment and attendance in cities of over 75,000 inhabitants, lxxxvi ; school-houses, schools maintained by private effort, lxxxvii; summary of normal school statistics, with remarks, lxxxvii-c; summary of statistics of commercial and busi¬ ness colleges, c, ci ; summary of statistics of Kindergarten, with re¬ marks, ci-ciii ; summary of statistics of secondary instruction, with remarks, civ-cix; summary of statistics of preparatory schools, with remarks, cix-cxi; connection of high schools with State universi¬ ties, cxi-cxiv; Round Hill School, cxv; courses preparatory to higher scientific study, cxvi, cxvii ; summary of statistics of insti¬ tutions for the superior instruction of women, with remarks, cxvii- cxxi; requisites for admission to colleges for women, cxxi, cxxii; opportunities for higher education of women, cxxii; summary of statistics of universities and colleges, with remarks, cxxii-cxxxi; preparatory departments, cxxxi, cxxxii ; relation of colleges or uni¬ versities to public high schools and preparatory schools, cxxxii, cxxxiii; admission requirements and college curricula, cxxxii i, cxxxiv; college government, cxxxiv, cxxxv; universities, cxxxv, cxxxvi ; summary of statistics of schools of science, with remarks, cxxxvi-cxxxix ; recent history of agricultural colleges, cxl-cxlvi ; recent history of schools of science not endowed by the national land grant, cxlvi-cxlviii ; summary of statistics of schools of theol¬ ogy, cxlviii, cxlix; summary of statistics of schools of law, with remarks, cxlix, cl ; work of law schools, cl-clii ; summary of statis¬ tics of schools of medicine, with remarks, clii-clv; summary of iii Page. v-cclxii IV CONTENTS. Report op the Commissioner of Education — Continued. statistics of degrees conferred, clv-clx; sale of collegiate and pro¬ fessional degrees, clx-clxv; summary of statistics of additional public libraries, clxvi, clxvii; summary of statistics of training schools for nurses, with remarks, clxvii, clxviii; summary of statis¬ tics of institutions for the deaf and dumb, with remarks, clxviii- clxxiii ; summary of statistics of schools for the blind, with remarks, clxxiii-clxxviii ; summary of statistics of schools for feeble-minded, with remarks, elxxviii, clxxix; summary of statistics of reform schools, with remarks, clxxx-clxxxv ; summary of statistics of or¬ phan asylums, clxxxvi, clxxxvii; summary of statistics of bene¬ factions, clxxxviii, clxxxix; summary of educational publications, clxxxix; summary of patents for improvements in school furniture, cxc, cxci ; education in foreign countries, cxci-ccxxxiv ; industrial education, ccxxxiv-ccxxxviii ; popular science teaching, ccxxxviii, ccxxxix ; evening schools, ccxxxix-ccxlii ; United States Army post schools, ccxlii-ccxliv ; special schools for Indians, ccxlv; summer schools, ccxlv, ccxlvi ; organized charities, ccxlvi; sanita¬ tion and education, ccxlvi-ccxlix ; color blindness and myopia, ccxlix, ccl ; physiology of reading and writing, ccl-cclv ; school- house grounds, cclv; exemption of school property from taxation, cclv-cclvii ; litigation in school matters, cclvii, cclviii ; instruction in forestry, cclviii-cclx ; scientific investigations, eclx; graphic methods of exhibiting education in museums, cclx-cclxi; recom¬ mendations, cclxi, cclxii; conclusion, cclxii. Abstracts . . . 1-403 Abstracts of the official reports of the school officers of States, Terri¬ tories, and cities, with other additional information . 4-392 Educational associations . . . - . 393-403 Statistics of education for the year 1880 . 405-905 Table I. Statistics of the school systems of the States and Territo¬ ries . 406-413 II. School statistics of cities containing 7,500 inhabitants and over . 414-463 III. Statistics of normal schools . 464-479 IV. Statistics of commercial and business colleges _ - . 480-491 V. Statistics of Kindergarten . 492-522 VI. Statistics of institutions for secondary instruction . 523-612 VII. Statistics of preparatory schools . 613-622 VIII. Statistics of institutions for the superior instruction of women . 623-639 IX. Statistics of universities and colleges . 640-676 X. Statistics of schools of science . 677-689 XI. Statistics of schools of theology . 690-700 XII. Statistics of schools of law . 701-705 XIII. Statistics of schools of medicine, dentistry, and pharmacy. 706-717 XIV. Summary of examinations for admission to the United States Military and Naval Academies . 718, 719 XV. Degrees conferred in 1880 by universities, colleges, scien¬ tific and other professional schools, and by schools for the superior instruction of women . . . . 720-737 XVI. Statistics of additional public libraries numbering 300 vol¬ umes or upwards . 738-741 XVII. Statistics of training schools for nurses . 742, 743 XVIII. Statistics of institutions for the deaf and dumb . 744-749 XIX. Statistics of institutions for the blind . 750-753 XX. Statistics of schools and asylums for feeble-minded children 754, 755 XXI. Statistics of reform schools . . . . . . . 1 _ 756-767 XXII. Statistics of orphan asylums, soldiers’ orphans’ homes, in¬ fant asylums, and industrial schools . . 768-823 XXIII. Statistics of art instruction . 824-847 XXIV. Statistics of educational benefactions . 848-875 XXV. Publications, educational, historical, & c . 876-902 XXVI. Improvements in school furniture, apparatus, &c., patented in 1880 . 903-906 Index . 907-914 REPORT. Department of the Interior, Bureau of Education, Washington, D. C., November , 1880. Sir: I have tlie honor to submit my eleventh annual report, covering the year 1880. The important relation which the Office sustains to the interests of education becomes constantly more apparent. The present year has been marked by a great in¬ crease in the amount and value of the information received at the Office with refer¬ ence to the conduct of education in our own and in foreign countries and by a cor¬ responding increase in the public demand for the distribution of information. The appropriations allowed the Office for carrying on the interchange of intelligence are entirely inadequate, whether regard be had to specific inquiries or to information which should be published in the general interest of this department of public af¬ fairs. The matter at the disposal of the Office relates to an indefinite number of topics bearing upon the education of the young, and its publication would tend to promote the intelligence, virtue, and liberty of every individual and every community in the nation. The citizen draws from the nation the final guarantee of his rights and priv¬ ileges; to his character the nation confides its peace, prosperity, and perpetuity, but leaves the legal control over the education which largely determines that character to the State in which he lives ; and the State in turn leaves much of the responsibility to the community of which he forms a part. Each agency has its part to do in this great work, though each may omit to exercise some portion of its powers.1 The nation contributes to this general enlightenment as a liberal patron of literature, science, and culture ; the great school funds of most of the States, the endowments of State universities and agricultural colleges, have come from the beneficence of the national hand ; copyrights for literary productions and patents for useful inventions bear the national stamp ; and the largest sums for the promotion of geographical, geological, and ethnological research come from the national treasury. If it be al¬ lowed that these are right and expedient measures, certainly then the right and ex¬ pediency of furnishing all the information demanded of the Office cannot be ques¬ tioned. However the funds are applied, whether for clerical work, for research, or for printing, they contribute directly and exclusively to the purpose specified in the act creating the Office.2 1 The memorable words of Bishop Doane, in 1838, to the people of New Jersey, are as true now as when they were uttered, and as surely applicable to the nation as to the State or the community: TVe say that knowledge is the universal right of man; and we need bring no clearer demonstration than that intellectual nature capable of it, thirsting for it, expanding and aspiring with it, which is God’s own argument in every living soul. We say that the assertion for himselt of this inherent right, to the full measure of his abilities and opportunities, is the universal duty of man ; and that whoever failfe of it thwarts the design of his Creator, and in proportion as he neglects the gift of God d warts and enslaves and brutifies the high capacity for truth and liberty which he inherits. And all ex¬ perience and every page of history confirm the assertion, in the close kindred which has everywhere been proved of ignorance and vice with wretchedness and slavery. And we say further, that the security of this inherent right to every individual, and its extension in the fullest measure to the greatest number, is the universal interest of man ; so that they who deny or abridge it to their tellows, or who encourage or from want of proper influence permit them to neglect it, are undermining the foundations of government, weakening the hold of society, and preparing the way for that unsettling and dissolving of all human institutions which must result in anarchy and ruin, and in which they who have the greatest stake must be the greatest sufferers. 2 The statute establishing the Bureau says its duties and purpose “shall be to collect statistics and facts showing the condition and progress of education in the several States and Territories, and to dif¬ fuse such information respecting the organization and management of schools and school systems and methods of teaching as shall aid the people of the United States in the establishment and maintenance of efficient school systems and otherwise promote the cause of education throughout the country.” V VI REPORT OF THE COMMISSIONER OF EDUCATION a The issue of circulars of information has continued. The following, prepared during the year, have been printed and distributed : No. 1, 1880. College libraries as aids to instruction. No. 2, 1880. Proceedings of the Department of Superintendence of the National Educational Association at its meeting at Washington, D. C., February 18-20, 1S80. No. 3, 1880. Legal rights of children. No. 4, 1880. Rural school architecture, illustrated. No. 5, 1880. English rural schools, illustrated. No. 6, 1880. A report on the teaching of chemistry and physics in the United States, by Frank Wigglesworth Clarke, s. b., professor of chemistry and physics in the Uni¬ versity of Cincinnati. No. 7, 1880. The spelling reform. During the current year I have deemed it advisable to issue a series of publications in a less elaborate form than the circulars of information. The following, prepared at the dates mentioned, have been printed and distributed : August 3, 1880. Progress of western education in China and Siam. August 7, 1880. Vacation colonies for sickly school children. August 9, 1880. The Indian school at Carlisle Barracks. October 18, 1880. Educational tours in France. October 20, 1880. Industrial education in Europe. October 25, 1880. Medical colleges in the United States. The number of documents sent out has more than doubled during the year. The Office has supplied to correspondents at home and abroad 87,304 pieces of mail matter, of which 18,634 were letters, circulars, and inquiries, and 68,670 documents (packages) • and has received from its correspondents about 19,654 pieces of mail matter, of which 17,278 were letters, circulars, receipts, and rejilies, and 2,378 documents. AMERICAN CORRESPONDENTS OF THE OFFICE. The following summary gives the number of correspondents of the Office at the head of systems and institutions of education in our country, who furnjsh the informa¬ tion contained in these reports : Statement of educational systems and institutions in correspondence with the Bureau of Edu¬ cation in the years named. 1871. 1872. 1873. 1874. 1875. 1876. 1877. 1878. 1879. 1880. States and. Territories . . 37 44 48 48 48 48 48 48 48 48 Cities . 249 325 533 127 241 239 241 258 333 351 Normal schools . 65 98 114 124 140 152 166 179 242 252 Business colleges . 60 53 112 126 144 150 157 163 191 197 Kindergarten . 42 55 95 149 177 217 322 385 Academies . 638 811 944 1, 031 1, 467 1, 550 1, 650 1,665 1, 848 1,869 Preparatory schools ............ _ 86 91 105 114 123 125 138 146 Colleges for women . 136 175 205 209 249 252 264 277 294 297 Colleges and universities — . 290 298 323 343 385 381 385 389 402 402 Schools of science . 41 70 70 72 76 76 77 80 86 88 Schools of theology . 94 104 140 113 123 125 127 129 146 156 Schools of law . . . . . 39 37 37 38 42 42 45 50 53 53 Schools of medicine . 82 87 94 99 104 102 106 112 125 126 Public libraries . 180 306 377 676 2, 200 2, 275 2, 440 2, 578 2, 678 2,874 Museums of natural history .... _ . 50 43 y 44 53 54 55 55 57 57 Museums of art . . . . 22 27 27 31 37 37 Art schools . . 26- 29 30 37 38 Training schools for nuFses . . . H 15 Institutions for the deaf and dumb . . . 36 37 40 40 42 43 45 52 57 62 Institutions for the blind . 26 27 28 28 29 29 30 31 31 31 Schools for the feeble-minded . . g 7 9 9 11 H H 13 13 Orphan asylums, &c . 77 180 269 408 533 540 088 641 651 Reform schools . 20 20 34 56 67 63 63 78 79 83 Total . 2, '001 2, 619 ;3, 449 J 3, 651 6, 085 6,449 1 6, 750 7, 135 7, 869 8, 231 EDUCATIONAL STATISTICS. YII STATISTICS OF EDUCATION. Why do we seek to know the condition of education? In the answer to this ques¬ tion will be found the reasons for the elaborate statistical record which forms a feature of all official school reports. We take an account of education that we may know whether it is sufficient in amount and good in quality. For the full determination of these conditions it would be necessary to wait until the education of each individual had been tested by his life work. The present methods of statistical computation can only approximate the final re¬ sult. They deal with the school period and leave the rest to be inferred from the re¬ sults thus far ascertained. How shall we know fully and accurately what is accom¬ plished in the school period? We must have clearly before us all subjects taught and studied, beginning with the first formal work under the teacher and ending with the highest instruction imparted in whatever profession or specialty. We must know the number of pupils pursuing each branch, the length of time devoted to it, the pro¬ ficiency attained, and the ages of the pupils. As a general rule it may be expected that these ages will bear some relation to the grade of study ; the first year of legal school age will be likely to be occupied with the first year’s grade of school work ; afterwards the indefiniteness increases. In some quarters a considerable approach to the desired result is seen in the statis¬ tical statements. Ohio is able to give the number in each of the branches taught in 1880, as follows: Alphabet . 98, 769 Reading . 630,695 Spelling . 648,972 Penmanship . 559,738 Arithmetic . 543, 102 Geography . 267, 618 English grammar . . . . 194, 973 Composition . 142,323 Drawing . 124, 019 Vocal music . 151,407 Map drawing . 65, 131 Oral lessons . 213, 413 United States history . 31, 171 Physiology . 5, 790 Physical geography . 20, 388 Natural philosophy . 5, 177 German . 40, 813 Algebra . . . 19, 433 Geometry . 3,951 Trigonometry . 1,349 Surveying . 188 Chemistry . 1,737 Geology . 972 Botany . 3,205 Astronomy . . . 1, 317 Book-keeping . 2, 672 Natural history . 575 Mental philosophy . 447 Moral philosophy . 134 Rhetoric . 1,818 Logic . . 175 Latin . 7, 140 Greek . 448 French . 418 General history . .2, 054 In Alabama, Arkansas, Georgia, South Carolina, Tennessee, and West Virginia there is an approach to this result. In California the number in each grade is given. In the city of Newcastle, Del., the branches taught are enumerated ; but this is not done for the State. Florida enumerates those in studies above the primary ; Michigan and Minnesota, pupils in some of the higher branches; New Jersey is expected to have the number in each study for 1881. In Pennsylvania the number in special studies and higher branches is given, and in Baltimore the number in different grades. In Virginia the number in graded schools and in higher branches is given. There is a commendable effort to present the statistics in this full and satisfactory form ; but it requires time for legislation and to change the manner of keeping records and making reports. Increased attention recently bestowed upon courses of study has resulted in the elaboration of several in which great consideration has been shown to psychological conditions and the necessities of pupil life ; they have therefore decided pedagogical VIII REPORT OF THE COMMISSIONER OF EDUCATION. merit. The diversity of nomenclature in these best arranged courses as yet greatly reduces their value for purposes of philosophical study and comparison ; and when the inquirer passes out of their range and endeavors to find out what is accomplished where no definite course is attempted, he finds himself entirely baffled in his endeavor to determine the precise educational value of these statistics. I believe the removal of this difficulty may be left appropriately to superintendents and teachers, who know the practical value of the result desired and need only to agree upon a settled mean¬ ing for the terms employed. I have pointed out this desideratum from time to time, but have not felt called upon to press it urgently, since it has been evident that all who understand the real value of correct educational information recognize the importance of a change in this respect. When the assignment of studies for each year of school life has been made ;in each of the several States it will be comparatively an easy task to report the number and the ages of pupils in attendance upon each year of the course, the time of entrance, continuance, and promotion for each, and the number whose school days end in each stage of the series. It will be seen that there is herein no suggestion that every sys¬ tem should be the same or that all localities should have an unvarying programme ; but simply that all shall agree as to the terms employed and the methods of reporting, so as to facilitate a comparative study of the respective systems. Statistical summary of institutions , instructors , and students , as collected ~by the United States Bureau of Education, from 1871 to 1880. 1871. 1872. Schools. Teachers. Pupils. Schools. Teachers. Pupils. City schools . - . .. . (a) 19,448 1, 417, 172 (&) 26, 194 1, 215, 897 Normal schools . 65 445 10, 922 98 773 11, 778 Commercial and business colleges . 60 168 6, 460 53 263 8, 451 Kindergarten . _ . . . ' Institutions for secondary instruction . 638 3,171 80, 227 811 4, 501 98, 929 Preparatory schools c . . . . Institutions for the superior instruction of women. 136 1, 163 12, 841 175 1, 617 11, 288 Universities and colleges . 290 2,962 49, 827 298 3, 040 45, 617 Schools of science . 41 303 3, 303 70 724 5,395 Schools of theology . 94 369 3, 204 104 435 3, 351 Schools of law . 39 129 1, 722 37 151 1, 976 Schools of medicine, of dentistry, and of pharmacy. 82 750 7, 045 ' 87 726 5, 995 Training schools for nurses . Institutions for the deaf and dumb . 38 242 3, 539 36 267 4, 337 Institutions for the blind . 26 388 2, 032 27 513 1, 856 Schools for feeble-minded children . 9 886 Orphan asylums, industrial schools, and miscel¬ 77 852 10, 324 laneous charities. Reform schools . 20 5, 897 26 331 4, 230 a 266 cities were included in 1871 ; their aggregate population was 7,901,821. 6326 cities were included in 1872 ; their total population according to the census of 1870 was 8,036,937. cln 1871 and 1872 this class of schools was included in the table of institutions for secondary instruc¬ tion. EDUCATIONAL STATISTICS. IX Statistical summary of institutions, instructors, and students , 132 eEor whites i ; for colored, 6-16. /tin 1878 States and Territories. Alabama . /^Arkansas . California . Colorado . Connecticut _ ^Delaware . y Florida . Georgia . . f Illinois . Indiana . Iowa . Kansas . Kentucky . Louisiana . Maine . Maryland . Massachusetts . . Michigan . Minnesota . Mississippi . Missouri . . 7 Nebraska . Nevada . New Hampshire ^New Jersey _ "'New York . . North Carolina . . Ohio . . Oregon . Pennsylvania Rhode Island .... South Carolina. . . Tennessee . . • Texas . ''"Vermont . . r Virginia . . West Virginia . . . . Wisconsin . / Total Arizona.. . Dakota . District of Columbia Idaho . Montana . New Mexico . a In 1879. b Estimated, c Por the winter. cZEor white schools only, /Estimated by the Bureau, pin the counties. £In 1877. j In 1875. XII REPORT OF THE COMMISSIONER OF EDUCATION. Table I. — Part 1. — Summary (A) of school age , population , tya — Continued. Territories. School age. School population. Number between 6 and 16 years of age. Number enrolled in public schools. Average daily at¬ tendance. Average duration of school in days. Utah. ......... _ ........ 6-18 o5-21 o7-21 40, 672 o24, 223 24, 326 ol4, 032. o2, 090 3, 048 o650 ol, 400 o800 o200 17, 178 o9, 585 ol, 287 1, 845 6426 06921 06582 ol70 128 a87.5 Washington . Wyoming _ Indian* Clierokees ............. 5, 413 Chickasaws . Choctaws _ _ 2, 600 3, 431 Creeks . . . . Semin olfis . _ . Total . 184, 405 40, 654 101, 118 61, 154 1 . Grand total . 15, 536, 280 2,638,644 9, 781, 521 5, 805, 342' j . din 1879. & Estimated. SCHOOL AGES IN THE UNITED STATES. The following diagram shows that there are sixteen different school ages in the States and Territories ; the longest, extending from four years of age to twenty-one, covers a period of seventeen years, and the shortest, from eight years of age to four¬ teen, a period of six years only. Diagram No. 1, showing the different school ages in the States and Ten'itories during 1880. School years. Number of years in each school age. School years. 17. 16. 16. 15. 15. 14. 14. 13. 12. 12. 12. 11. 11. 10. 10. 6 4 . . 4 5 . . . 5 e} . fi 7 . . 7 8 . . 8 9 . 9 10 . . 10 11 . 11 12 . . . . 12 13 . 13 14 . . . 14 15 .. . 15 1*> . 16 17 . . 17 18 . 18 IQ . 19 20 . 20 21 . . . . -...21 SCHOOL STATISTICS OF STATES AND TERRITORIES. XIII Showing the relation of average attendance and enrolment to school population in certain States and Territories for the year 1880. Explanation.— Tlic average pay of fcmalo teachers is shown in the left or white part of the column ; the excess of tho average pay of male teachers hy the right or gray part of the column. Where the average pay is not reported by sox, tho column is distinguished hy a wavod line. XIV REPORT OF THE COMMISSIONER OF EDUCATION. SCHOOL STATISTICS OF STATES AND TERRITORIES. XV Table I. — Part 1. — Summary ( B ) of the number of teachers employed in the public schools and the average monthly salary of teachers in the respective States and Territories. States. Alabama . - . . — . Arkansas . . . . - . California . - . Colorado . Connecticut . Delaware . . . — . Florida . . . Georgia . Illinois . . . . Indiana . . . . . - — Iowa . — . Kansas . . Kentucky . — . Louisiana . Maine _ _ _ _ - . . Maryland . Massachusetts - - — - . Michigan . - . - . Minnesota . Mississippi . — . Missouri . - . — . Nebraska . — . Nevada . . . New Hampshire . . New Jersey . - . New York . . . North Carolina . - . Ohio . Oregon . . Pennsylvania — . . . - . Rhode Island . South Carolina . . — . . Tennessee . - . — . . Texas . . — . . Vermont . . . Virginia . "West Virginia . ■Wisconsin . . . Total number of teachers in States a For white teachers. 6 In 1878. Number of teachers. Average monthly salary. Male. Female. Male. Female. 2,944 1, 671 (a$2C ) 96) 1, 432 395 6$50 00 6$40 00 1, 208 2, 387 80 26 64 73 247 431 c42 84 c40 87 (J746 d2, 354 56 43 35 45 (5£ >4) a30 83 a24 79 675 420 (640 00) (6, 000) 50 00 30 00 8,834 13,421 41 92 31 80- 7, 802 5, 776 37 20 35 20 7, 254 14, 344 31 16 26 28 3, 506 4,274 32 47 25 98 4, 418 2, 346 (e2l 75) (2,1 )25) (27 50) f2, 325 /4, 609 32 97 21 68 1, 330 1, 795 (41 06) 1,133 7, 462 67 54 30 59 4, 072 9,877 37 28 25 73 1,874 3, 341 35 29 27 52 3, 411 2, 158 (30 05) 6, 068 4, 379 ' p635 00 pA30 00 1, 670 2,430 36 12 31 92 92 105 101 47 77 00 580 2, 880 34 12 22 23 991 2,486 55 82 32 90 7, 992 22, 738 (41 40) 3,040 1, 090 (21 75) 11, 326 12, 358 56 00 39 00 635 679 44 19 33 38 9, 732 11, 643 32 36 28 42 294 1,001 70 24 42 99 1, 887 1, 284 25 24 23 89 4, 707 1, 247 (26 66) 3, 083 1, 278 725 3, 601 27 84 17 44 3, 009 1, 864 29 20 24 65 3, 104 1, 030 (28 19) 2,918 7, 197 (37 14 (24 91 (280, 034) I c In ungraded schools; in graded schools the average salary of men is $101.75; of women, $64.39. d Estimated. e In cities and towns organized as one district the average salary of men is $98 ; of women, $43. /Number of males employed in winter ; number of females in summer. g In 1879. h In graded schools the average salary of men was $87 ; of women, $40. i In the counties ; in the independent cities the average salary of males is $85.74 ; of females, $35.06. XVI REPORT OF THE COMMISSIONER OF EDUCATION. Table I. — Part 1. — Summary of the number of teaches employed, fc. — Continued. Arizona . Dakota . District of Columbia. Idaho . . Montana . New Mexico . . Utah . Washington . Wyoming . . Indian: Number of teachers. Average monthly salary. Territories. Male. Female. Male. Female. 48 134 34 (al60) 62 5132 282 <2236 e20 53 152 399 99 515 235 <2324 e29 $83 00 26 70 90 16 85 00 71 64 c35 00 <241 14 (e55 94) $70 00 21 90 62 24 56 41 c22 00 <233 34 Cherokees . . . Chickasaws . Choctaws . y Creeks . | Semin oles . J Total number of teachers in Territories . Grand total . - . (el96) (2, 610) (282, 644) <250 00 <250 00 <250 00 <250 00 a Number necessary to supply the schools ; actual number of schools, 155. 5 In 1875. c In 1878. d In 1879. e In 1877. In 1870 the correspondents of the Office included the public school officers of thirty- seven States and Territories. At present all of the thirty-eight States and eleven Territories are represented in the list. A comparison of Table I with the correspond¬ ing table of 1870 will show marked increase in the amount and greater uniformity- in the character of the information furnished to the Office from the several States. Table I has, in consequence, been increased by the addition of a number of headings under which no returns were possible ten years ago ; such are those relating to the duration of the school year, the distribution of school population as regards sex and age, and the sources of revenue.1 The expression 11 State systems,” generally employed with reference to the free schools in the United States, indicates the perfect independence of each State in the manage¬ ment of its educational affairs. For obvious reasons the different practices growing out of such independence will never entirely disappear, nor is it desirable that they should ; nevertheless the last ten years have witnessed an approach towards uniform¬ ity in the general outlines of the systems which seems remarkable in view of the di¬ versity of educational conditions in the several States prior to 1870, the opposite theo¬ ries which prevailed in different sections, and the great contrast between the newly settled States and the older Commonwealths in social conditions and available resources. The agreement in the systems as now reported is not so apparent in the increase of in¬ telligence or the decline of illiteracy as in particulars which admit of tabulated rep¬ resentation, the machinery, as it is sometimes termed, of education. It cannot be denied, however, that this machinery, this order of procedure, which gives rise to dif¬ ferent ranks, progression of exercises, grades, &c., furnishes convenient, indeed neces¬ sary, means for the systematic conduct and examination of the work of public instruc¬ tion. It is this fact which gives significance to Table I. There are brought into comparative view the conditions of intelligence comprehended in the public school lFor detailed statements of tbe changes and growth in public school systems since 1870, see the heading State School System, under the respective States, in the abstracts following. RURAL SCHOOLS. XVII systems of the States. Tlie results, as manifested in the development of individuals and the increase of knowledge, must he learned from other sources. In all the States public instruction is provided (1) in rural schools, which are in gen¬ eral ungraded, and (2) in city schools, which are graded from primary to high, inclusive. All the States contemplate and most of them have some provision for the special training of teachers and some prescribed mode for ascertaining their qualifications and regulating their appointment. In 1870 Delaware and Oregon had no State executive school officer. Now every State system includes a department of supervision, whose chief officer is elected by the people in 21 States, appointed by the governor in 8, elected by the legislature in 3, and appointed by the State board of education in 6. However much the duties and authority of this officer vary in the several States, he is in every instance required to make reports. Every agency promoting the improvement of schools is affected by these reports. It is hardly possible to overestimate their value. RURAL SCHOOLS. The difficulties in the way of any particular exhibit of the condition of rural schools have been plainly stated in my previous reports. Within the last two years informa¬ tion concerning these schools has been somewhat fuller and more explicit, and as a consequence their deficiencies and their wants are more clearly perceived. From what has been accomplished during the last two years, there is good ground for belief that the improvement of this class of schools will be steady and rapid. To realize the important relation they bear to the public welfare, we have only to remember that upwards of two-thirds of our youth must look to them for instruction. By means of rural schools the whole tone of life in agricultural districts may be elevated and a more uniform standard of intelligence maintained throughout the various sections of our country. The district system as it exists in a considerable number of the States is a great hindrance to the efficiency of the rural schools. Its disastrous effects are summed up in reports from every section : small schools, short terms, meagre salaries, poor teachers, incessant change, multiplicity of irresponsible officers, and instruction devoid of spirit and lacking the conditions necessary to steady progression. Hon. N. A. Luce, State superintendent of common schools in Maine, thus graphically illustrates the situation: Statistics on file in this office collected * * * last year from 292 towns show 702 summer terms of school, in which the average attendance ranged from two to twelve pupils. Assuming like conditions to exist in the towns not reporting, there were at least 1,200 out of 4,000 school districts in the State in which the schools were thus small and short, and poor necessarily. The story in regard to very many of these is told in the following extract from the annual report of the school committee of one of our towns: “District No. 27. — Number of scholars in district, 3; number registered in summer school, 3; average attendance, 2 ; length of term, 5 weeks. The two pupils attending regularly made fair progress considering the brief length of the term. No winter term.” The township system is universally recommended as a substitute for the district, and the time seems to have come when the legislatures of the States should meet the demand. GRADED COURSES OF STUDY IN RURAL SCHOOLS. The efficiency of these schools would be greatly increased by proper attention to the order and continuity of studies ; on this point the experience of other countries will be found suggestive. The Austrian school law of April 18, 1869, makes provision for graded elementary schools and ungraded elementary schools, the former being intended for cities and towns and the latter for villages. Both the graded and the ungraded schools admit children between the ages of six and fourteen, which is the obligatory scffbol age. Iu the graded schools there is a teacher for every class, the E - II XVIII REPORT OF THE COMMISSIONER OF EDUCATION. number of pupils in a class seldom exceeding 50. In tlie ungraded schools, however, there is, as a rule, only one teacher, who has to instruct from 100 to 150 pupils. The law of 1869 fixes the maximum number of pupils to one teacher at 80, but the majority of communities are too poor to provide for more than one teacher. The following are the courses of instruction prescribed for ungraded schools : School of three divisions. Branches of instruction. First division. Second division. VrH p © -'5 ® ri H J xn Third division. A © CS © a rP-£.p £ p o S © GO 1=3 Religious instruction . . . Mother tongue . ! . Arithmetic . Natural history . Geography and history . Writing . . . Drawing and elementary geometry . Singing . Gymnastics . Total number of hours a week Hours. 2 . 12 4 Hours. 2 10 19 25 Hours. 28 a For girls, 1 hour. School of two classes, each having two divisions. Branches of instruction. First class. Second class. First division. Second division. First division. Second division. First school year. Second and third school years. Fourth, fifth, and sixth school years. Seventh and eighth school year's. Religious instruction . . . . . . Hours. 1 12 4 Hours. 1 12 4 Hours. 2 10 4 2 2 2 a3 1 2 Hours. 2 10 4 2 2 2 a3 1 2 Mother toTigTno T -r _ *. _ T _ Arithmfttift _ ...... _ Natural history ..................................... ifi-p.ncrraphy and history _ Writing _ _ _ _ _ _ _ _ _ 2 1 1 1 Drawing and elementary geometry ......... _ ..... Sinerinar . . . . . 1 Gym ria, sties _ _ ... T'ntn.l Tvnmhfvr nf honrs a week _ 18 22 28 28 a For girls, 1 hour. RURAL SCHOOLS. XIX Besides the above branches, girls receive instruction in needlework in all the un¬ graded schools. In our own country, graded courses of study, wherever adopted, have accomplished excellent results. Hon. J. P. Wickersham, State superintendent of public instruc¬ tion of Pennsylvania, bears testimony to this effect. George A. Walton, agent of the Massachusetts board of education, says: The examinations which were made last year in two grades of the schools of Nor¬ folk County, and of which a report was published in the appendix to the forty-third annual report of the board, originated in an effort to find a proper basis for a course of studies which, so far as the leading branches of study were concerned, should be uniform for the county. So different were the theories of what the schools should aim to accomplish and so diverse the methods and various the means for carrying out tbe theories, it would be hardly possible to make out a course which would be gen¬ erally accepted throughout the county. No detailed report was at first contemplated, but simply a statement of the general result upon the basis assumed. But the exami¬ nations revealed such a diversity of attainments in these fundamental branches that it seemed advisable to present to the school officers of the county a statement of the results in detail, if for no other reason than that their study might lead to greater uniformity in the aims and methods of the schools. Mr. Walton again says: Observations in the schools show that where there is no well arranged course of studies the schools are very imperfectly graded. They also show that the schools are well graded in proportion to the vigilance of school officials in holding the teachers to the prescribed course through their examinations and through the examination of the several classes in passing over the course prescribed. And actual results de¬ monstrate that at least one year in six is saved in completing the ordiuary branches of study by even an imperfect grading of the schools. Hon. F. M. Campbell, State superintendent of public instruction of California, regrets that under the new provisions “the power to .adopt a county course of study is vested nowhere.” Hon. Leon. Trousdale, State superintendent of public schools of Tennessee, has addressed a circular to teachers through county superintendents setting forth a flexi¬ ble system of grading. At the meeting of the State Teachers’ Association of Colorado in January, 1880, a committee was appointed to prepare a course of study for ungraded schools. In rec¬ ommending to teachers and officers throughout the State the course adopted. Hon. J. C. Shattuck, State superintendent, says: Believing that our country schools will be controlled in the future, as they have been in the past, by a shifting procession of inexperienced teachers, this effort to assist them by furnishing an outline of the work they are expected to do commends itself to me as reasonable and important. Within the limits of this course there is room enough for the full exercise of the invention and individuality of such as have them, while the less gifted will find these suggestions a daily help and guide. Upon county superintendents, more than all others, depends the introduction or use of this course of study. It will not introduce itself. It will require the patient, per¬ sistent labor of years. Is not the end worth the effort ? Hon. J. L. Denton, State superintendent of public instruction of Arkansas, in his annual report recommends the course of study for ungraded schools prepared for Illinois. Hon. W. C. Whitford, State superintendent of public instruction of Wisconsin, re¬ ports very encouraging progress in the introduction of the “graded system” into rural districts. There seems to be no excuse for delay in the universal application of a plan at once so simple and effective. The branches taught in the country schools are few in num¬ ber (being in general only orthography, reading, writing, grammar, geography, and arithmetic), and it requires but little thought to systematize the instruction or to adjust a model scheme to the requirements of particular schools. XX REPORT OF THE COMMISSIONER OF EDUCATION. SELECTION AND APPOINTMENT OF TEACHERS. Great complaint is made of the lack of competent teachers in the rural schools. This arises from the insufficient number of trained teachers, had modes of appoint¬ ment, low salaries, short school years, and uncertain tenure of office. Facts bearing upon the first named condition are given in Table I and under the head of State School System in the abstracts. The township system has a favorable effect upon the other conditions, but will not of itself accomplish complete reform. The present modes of appointment are open to severe criticism. In most of the States the matter rests virtually with county superintendents or local trustees ; but, as no standards of qualification obtain for these officers, their judgment of teachers is exceedingly unreliable. Efforts have recently been made in certain of the States to place this matter of appointment on a better basis. In Connecticut the council of education recommends to the legislature the passage of an act in regard to the exam¬ ination of teachers. In Vermont the association of teachers has prepared a plan to be submitted to the legislature looking to improved methods of appointing and licensing teachers. It must be admitted that with all defects in training and in modes of appointment the teachers are better than their wages. By reference to Table I, Part 1, columns of average duration of school in days and of average monthly salaries, the current rates in the several States can be readily ‘ascertained. METHODS OF COMPUTING AVERAGE MONTHLY SALARIES. The methods of computing the average monthly salaries of teachers have not been uniform. Special attention was called to this by a letter received from State Super¬ intendent Slade, of Illinois, containing the following statement and inquiry : In making up statistics in this office my attention has been called to two ways of reaching averages of teachers7 wages. For instance, if two teachers are employed in a township, one at $60 a month and the other at $100, the average may be stated to be $80 a month. Or, the first, being employed six months, receives $360; the second, being employed ten months, receives $1,000; making a total payment for sixteen months of $1,360, an average of $85 a month. This last is the average that has heretofore been sought in this State. It occurs to me to ask you whether this is the practice in other States. If the practice is not uniform throughout the States, comparison of averages cannot be fairly made ; for since, as a rule, the teachers who receive the higher wages are employed for the longer terms, the second way stated will give a higher average than the first. A copy of this letter was forwarded to the State and territorial superintendents and to several city superintendents, with a request that they should inform this Office of the method of computation employed in their respective offices. The answers re¬ ceived which make a definite reply to the inquiry describe the practices of a large number of offices. The first method mentioned by Superintendent Slade is employed in Colorado, Florida, Indiana, Maine, Minnesota, Nebraska, South Carolina, Ten¬ nessee, Wisconsin (?), and Washington Territory; methods essentially like the first are used in Connecticut and in New Hampshire; the first is the commoner method employed by county officials in Missouri. The second method is employed in Ala¬ bama, Illinois, Louisiana (in counties), Michigan, New Jersey, North Carolina, Rhode Island, Virginia (in counties), and West Virginia ; methods similar to the second, in Iowa and Dakota. In the cities the teachers are employed an equal number of months usually, and therefore the varying element of time does not enter into the computation of teachers’ wages. The same is true in Maryland and the District of Columbia. Answers which do not fall readily into the above classification have been received from New York, Ohio, South Carolina, and Vermont. Superintendent Gilmour, of New York, reports that average yearly and average weekly wages are computed. u The first is ascertained by dividing the whole amount expended for teachers’ wages by the number of duly qualified teachers employed for the full legal term of school, 28 weeks ; the second, by dividing the average yearly METHODS OF COMPUTING TEACHERS’ SALARIES. XXI salary by the average number of weeks schools were taught.” Hon. J. J. Burns, State school commissioner of Ohio, says: “We divide the whole amount expended for tuition by the aggregate of the number of months taught.” In Vermont, township averages are obtained by dividing the whole amount paid teachers by the aggregate number of weeks taught in town ; county averages, by dividing the sum of the several township averages by the number of towns in the county; State averages, by divid¬ ing the sum of county averages by the number of counties. Several superintendents gave opinions worthy of consideration. Hon. J. G. Baird, assistant secretary of the Connecticut board of education, says : It is not easy to give a perfectly accurate statement of the average wages per month of teachers. That could be obtained only by having certain data which the average school committee cannot always be relied upon to give : (1) the exact aggregate length of time which the schools of a particular town, in any given year, have been taught by male teachers ; (2) the exact amount of compensation received by these teachers in the aggregate ; (3) the exact amount of time that the schools, as aforesaid, have been taught by female teachers ; (4) the exact amount of their total compensation. The first two, properly used, give the average per month of male teachers ; the last two, of female teachers for the town in question. Then to obtain the average for any county it is nec¬ essary to add together all the several lengths of time in all the towns of the county, for male teachers, and to obtain in the same way the grand total of their compensa¬ tion ; then, to use these totals in the proper way. In the same manner for female teachers. Then, further, to ascertain the average wages per month for the State the total amount of time taught by all the male teachers in the State must be found by adding up the totals of all the counties ; and the total of all their wages must be found in like manner. And so of female teachers. Superintendent Smart, of Indiana, makes the following remarks in his letter : I believe that the second method will not produce the average usages of teachers, but that it will produce the average cost of a month’s tuition, which is a very different thing. If we wish to find the average compensation of teachers in any State, we must find how many teachers are employed at a specific price per month, and how many are employed at another specific price per month, and so on, and make the average from the primary statement. Superintendent Newell, of Maryland, closes his letter with the following remark : In connection with this subject there is another point to which I think the attention of statisticians should be directed, namely, the number of months for which the salary is paid during the year; for a school that pays $60 a month for 10 months is better in every respect than one which pays $70 for 8 months; yet by the tables the latter would seem the best. The substitution of actual yearly earnings for monthly salary would remove this source of false inference. Superintendent Beadle, of Dakota, says : We find the total number of months taught by all the teachers reported and the total amount paid them for wages as reported in the same divisions, being careful to observe that the average is taken only from those reports which give both items. We then divide the latter aggregate amount by the former total number and treat the quotient as the average rate of wages sought. XXII REPORT OF THE COMMISSIONER OF EDUCATION. Table I. — Part 2. — Summary (A) of annual income and expenditure, $~c. States. Annual income. Annual expenditure. Estimated real value of sites, buildings, and all other school property. l "p p £ 53 af 2 fc/.'S •S S m §5 a r§:-5 "e3 Salaries of superin¬ tendents. Salaries of teachers. Miscellaneous. rc3 o H $388, 013 $11, 872 $362, 593 $1, 000 $375, 465 $130, 067 256, 190 $16, 196 192, 665 10, 347 a238, 056 198, 608 California . 3, 573, 108 256, 659 647,286 2, 207, 044 400, 868 2, 864, 571 6, 914, 303 522, 580 115 922 186,426 93, 179 395, 527 682, 410 1, 481, 701 96, 494 26,441 1, Oil, 730 273, 710 1, 408, 375 183, 313 2, 300 138, 819 64, 472 c207, 281 d440, 78S 139, 710 8, 021 97, 115 3, 557 all4, 895 . 132, 729 471, 029 471, 029 7, 836, 952 709 695 e4, 587, 015 2,235,232 7, 531, 942 $ 15, 875, 566 4, 402, 850 410 782 3, 365, 046 a4, 491,850 11,817, 955 5, 254, 268 879, 979 e2, 901, 948 1,139,321 4,921,248 9, 432, 359 Kansas . 2, 160, 507 389, 116 12, 178 1, 088, 504 328, 589 1, 818, 387 4, 633, 044 Kentucky . 1, 031, 565 16, 698 36, 074 736, 890 13, 828 803, 490 2, 188, 407 Louisiana . _ 480, 320 480, 320 /700, 000 "Maine. . . 1, 047, 715 74, 801 25, 489 p948, 096 hi, 047, 681 2, 995, 131 Maryland _ 1, 483, 862 148, 750 34, 986 1, 141, 753 218, 878 1, 544, 367 Massachusetts . . . £4, 622, 609 610, 586 54, 920 g4, 491, 225 5, 156, 731 Michigan _ _ _ 3, 002, 032 725, 722 1, 909, 941 474, 252 3, 109, 915 10, 000, 000 Minnesota . 1, 582, 011 157, 897 54, 500 993, 205 500, 512 1, 706, 114 3, 156, 210 Mississippi _ _ _ 740, 036 9, 088 669, 393 «830, 704 Missouri . 4, 020, 860 137, 894 2, 218, 637 678, 820 a3, 152, 178 7, 353, 401 [Nebraska . 1, 121, 795 193, 035 46, 274 532, 304 366, 382 1, 137, 995 2, 064, 768 [Nevada . 158, 947 51, 905 83, 706 9, 580 jl44, 245 275, 274 Kew Hampshire . . 562, 116 38, 372 14, 125 414, 590 98, 252 565, 339 2,329,913 [New Jersey . 1, 928, 374 193, 999 34, 406 1, 448, 178 253, 791 1, 928, 374 6, 244, 139 [New York . 10, 412, 363 1, 176, 230 115, 400 7, 638, 922 1, 481, 826 10, 412, 378 30, 747, 509 [North Carolina .. 399, 290 16, 132 15, 116 318, 453 3,181 352,882 179, 561 Ohio . 7, 185, 420 798, 736 96, 681 5, 017, 542 1, 254, 004 7, 166, 963 21, 851, 718 Oregon . 303, 162 87, 043 7, 185 210, 429 9, 360 314, 017 567, 863 Pennsylvania .... 8, 046, 116 952, 695 79, 331 4, 510, 197 1, 906, 790 7,449, 013 25,467,097 [Rhode Island . 558, 451 57, 338 9, 835 405, 605 71, 422 - 544, 200 1, 894, 122 South Carolina. . . 440, 110 13, 010 18, 612 287,403 5, 604 324, 629 351, 016 Tennessee . 799, 217 41, 077 17, 355 596, 680 69, 750 724, 862 1, 066, 995 Texas 891, 235 27, 565 12, 648 674, 869 38, 264 753, 346 "Vermont _ 417, 491 11, 239 360, 320 82, 726 454, 285 Virginia . 1, 290, 288 91, 106 39, 210 714, 783 101, 010 946, 109 1, 177, 545 W est Virginia. . . . 791, 083 74, 109 9,311 522, 483 110, 961 716, 864 1, 670, 535 Wisconsin . 2, 697, 800 245, 843 59, 655 1, 568, 692 356, 582 2, 230, 772 5, 303, 298 Total . 82, 684, 489 8, 805, 386 909, 538 54, 551, 201 12, 656, 050 78,836,399 177, 842, 331 a Items not fully reported. b Paid out of the general fund of the counties and therefore not included in State expenditure. c Includes $1,690 expended for colored schools outside of "Wilmington. d For white schools only, e Includes salaries of superintendents. / In 1878. g Includes miscellaneous expenditures. 7iSo reported, though the items given amount to $1,048,386. i Total of reported items. j So reported, though the items given amount to $145,191. SCHOOL STATISTICS OF STATES AND TERRITORIES. XXIII Table I. — Part 2. — Summary (A) of annual income and expenditure , - pH P* O H 3 O +=* O--1^ .-£ ft© O 'c =« .g © 3 © " 3 ftj«gr^ X .iH t-( t> H Illinois . Delaware . New York .... Ohio . . Vermont . Indiana . . Michigan ....... Kansas . Oregon . Maryland . "Washington.... Wisconsin.. _ Maine . Utah . New Jersey .... West Virginia . Louisiana . Mississippi . Virginia . South Carolina . Kentucky . Georgia . North Carolina. Alabama . Minnesota . Pennsylvania .. $6 70 aQ 39 6 34 6 15 5 93 5 80 65 70 5 33 5 27 5 00 64 72 4 65 4 56 c3 33 3 23 3 01 61 59 1 56 1 52 1 42 1 29 1 08 $9 61 a8 12 10 09 8 59 $15 68 18 16 13 47 9 18 12 72 $8 33 68 11 7 85 8 37 8 64 68 15 7 51 6 53 c5 25 9 48 4 43 66 74 2 70 3 82 2 42 3 85 1 99 1 12 2 09 68 42 c7 61 13 20 11 44 16 37 611 92 11 37 9 48 cl 63 16 82 6 90 4 01 6 57 5 97 3 31 2 34 3 17 ell 81 7 67 9 79 c3 33 6 21 2 20 $9 97 8 00 11 33 8 08 2 38 a Does not include expenditure for books. 6 In 1879. cln 1878. Table I, Part 2, shows that there is great inequality between the States in respect to school funds. Complaints of meagre salaries are not confined to States having the smallest funds, but where State and local resources are extremely limited it is difficult to see how the evil can be remedied without some degree of national aid. The suggestion made by Governor George B. McClellan, in his report for the year as president of the State board of education of New Jersey, is applicable to every State : It is suggested as a fit subject for the earnest consideration of the legislature whether there should not be a thorough examination of the whole system and the de¬ termination of a course of education; of the location, number, and grade of schools; of the minimum salaries of teachers of the various grades ; the duties, salaries, and allowances of the county superintendents and all other officials connected with the working of the system, as well as of all other subjects of expense that can be foreseen, and thus establish at least the minimum of outlay, which, under the letter and spirit of the constitution, should be provided for by general taxation. This being done, it would seem proper to fix the rate of the State school tax each year so that it would produce the required sum. SCHOOL SUPERVISION - WOMEN AS SCHOOL OFFICERS. XXV teachers’ tenure or office. It has not escaped attention that rural schools suffer from the frequent change of teachers. The practice of employing men for winter and women for summer terms prevails in many places, and where the same teachers serve through both terms en¬ gagements are seldom made for more than a single school year. This arrangement appears to have resulted from the voluntary principle, which has operated freely in public school affairs. As soon as the evil consequences of the uncertain tenure at¬ tracted attention, like every other established custom, it found defenders. Thus, it has been urged that the annual appointment affords an easy means of ridding the schools of incompetent teachers. The assertion would have weight, did not the facts offer abundant evidence to the contrary. In some States the school committee have no power under the school law to hire teachers for more than a year. This restriction, it would seem, ought to bo removed ; or, if it be impossible to secure local school committees who can be trusted to exercise a reasonable discretion in the matter, that fact would afford an additional argument for a State board of education qualified and empowered to act in the selection, appointment, and continuance of teachers. SCHOOL SUPERVISION. The theory of school supervision has received much attention in the United States, but we are not able as yet to report satisfactory progress in many practical results from its application to rural schools. Two States that adopted county supervision have abandoned the policy. On the other hand, the number of cities and towns in charge of superintendents has very greatly increased. In the West and South, where the county instead of the town is the important civil unit, county supervision is ac¬ cepted as a fixed fact. In a few States county superinten dents have sufficient pay and are selected with due reference to their qualifications and fitness for the management of country schools. Some States have shown a disposition to associate with the State superintendent a board of education having the same relation to the school affairs of the entire State that municipal boards have to those of individual cities. The mem¬ bers of the boards of education (whether State or city) perform their duties without compensation ; but members of State boards sometimes are reimbursed for expenses incurred in the discharge of their duties. WOMEN AS VOTERS AND SCHOOL OFFICERS. Women’s opportunities to influence education as voters and school officers have been greatly enlarged. They may vote at school meetings in Kansas, Nebraska, New Hamp¬ shire, Vermont, Dakota, and Wyoming ; at school elections in Colorado and Minnesota; and for members of school committees in Massachusetts. They can vote at school meetings in Michigan and New York if they are taxpayers; in Washington Territory, if they are liable to taxation. Widows and unmarried women in Idaho may vote as to special district taxes if they hold taxable property. In Oregon widows having children and taxable property may vote at school meetings. In Indiana 11 women not married nor minors, who pay taxes and are listed as parents, guardians, or heads of families, may vote at school meetings.” In Kentucky any white widow having a child of school age is a qualified school voter; if she has no child, but is a taxpayer, she may vote on the question of taxes. Women are eligible to school offices generally in Illi¬ nois, Iowa, Kansas, Louisiana, Massachusetts, Michigan, Minnesota, Pennsylvania, Ver¬ mont, and Wyoming ; to school district offices in Colorado ; to any office except State superintendent in Wisconsin. They may serve on school committees in New Hamp¬ shire and Rhode Island, as school trustees in New Jersey, and as school visitors in Connecticut. Some offices are open to them in Maine and all offices in California, unless specially forbidden by the constitution. In Utah no discrimination on the ground of sex is made as to voting in general. XXVI REPORT OF THE COMMISSIONER OF EDUCATION. Carefully considering tlie position of woman in the work of education, what she has done and may do as a teacher, what her nature and experience may fit her to do better than man as an officer, inspector, or superintendent, as facts have illustrated these points in this and other countries, I have favored the extension of suffrage to her in all matters relating to education and the opening of appropriate offices to her in connection with institutions and systems of instruction. These annual reports show from time to time how far this view has been justified in the course of events. I re¬ gret to say that women have shown more indifference to this opportunity than I expected. PERMANENT SCHOOL FUNDS. These funds are generally managed with scrupulous honesty and with the greatest advantage to the public, but in several States the condition and management of school funds have occasioned serious complaint. It is asserted that sufficient guarantees are not required from those to whom school moneys are intrusted, that funds are not wisely invested, and the school lands not properly managed. These interests are very large in all of the newer States. The mistakes that have been made are serious and afford instructive lessons to all administering these trusts. In three States the State superintendent may bring suit for the recovery of misap¬ plied school funds ; in three, the State board of education has charge of school funds and lands. In general, however, the officers of education can only act with reference to finances as advisers and disbursers. This limitation has proved unwise. The en¬ tire system of reporting school finances needs careful revision in some of the States. In several instances State superintendents have pointed out the evils and their reme¬ dies with precision; thus Hon. S. R. Thompson, State superintendent of public in¬ struction of Nebraska, says: The blanks for directors’ reports for next year have been changed so as to specify more particularly the classes of things for which money is paid out by district boards and to diminish the amounts reported under the indefinite designation of “all other purposes.” When it is remembered that these accounts are kept by more than three thousand different officers, many of whom are unaccustomed to keeping accounts, it is easy to see that absolutely accurate and reliable reports cannot in all cases be secured. As it is, the reports are in the main substantially accurate. It is an excellent practice of many county superintendents to call upon the school officers once a year, look over their accounts, and make suggestions towards improvement where needed. Instances have come to the knowledge of this department where a county superintendent, by giving careful attention to the financial management of the district officers, has saved the districts of his county more than the whole amount of his annual salary. Hon. N. A. Luce, State superintendent of common schools of Maine, reports : Illegal wastage in the way of diversion of these revenues to other than their legiti¬ mate uses has been practically stopped by requiring the municipal officers to render to the State superintendent detailed accounts of the school resources and expendi¬ tures of their several towns, in the form of fiscal returns made under oath, and in such shape that all such diversions are at once apparent, and by giving the governor and council power to order suspension of payment of State funds, in case of such diversions, till restitution is made. Sometimes excellent results have been secured by the personal examination of the accounts in the several counties by the State superintendent, as has been done in Maryland. EDUCATIONAL LAND GRANTS BY THE UNITED STATES TO PUBLIC-LAND AND OTHER STATES. I have stated elsewhere in this report that the chief source of the permanent public school funds in many States has been the Federal Government. In order to present the facts on which this statement is based in a form capable of wfide diffusion and permanent preservation, I here reprint Chapter XIII of Mr. Thomas Donaldson’s valu¬ able monograph on The Public Domain, which has just been published as part of the report of the public land commission. UNITED STATES EDUCATIONAL LAND GRANTS. XXYII GRANTS AND RESERVATIONS. The lands granted in the States and reserved in the Territories for educational pur¬ poses by acts of Congress from 1785 to June 30, 1880, were : For public or common schools. Every sixteenth section of public land in the States admitted prior to 1848, and every sixteenth and thirty-sixth section of such laud in States and Territories since organized — estimated at 67,893,919 acres. For seminaries or universities. The quantity of two townships, or 46,080 acres, in each State or Territory contain¬ ing public land, and in some instances a greater quantity, for the support of semi¬ naries or schools of a higher grade — estimated at 1,165,520 acres. For agricultural and mechanical colleges. The grant to all the States for agricultural and mechanical colleges by act of July 2, 1862, and its supplements, of 30,000 acres, for each representative and senator in Congress to which the State was entitled, of land “in place” where the State con¬ tained a sufficient quantity of public land subject to sale at ordinary private entry at the rate of $1.25 per acre, and of scrip representing an equal number of acres where the State did not contain such description of land, the scrip to be sold by the State and located by its assignees on any such land in other States and Territories, subject to certain restrictions. Land in place, 1,770,000 acres; land scrip, 7,830,000 acres: total, 9,600,000 acres. In all, 78,659,439 acres for educational purposes under the heads above set out to June 30, 1880. The lands thus ceded to the several States were disposed of or are held for disposition, and the proceeds used as permanent endowments for common school funds. (See Reports of the Commissioner of Education, Hon. John Eaton, to June 30, 1880; land and auditors’ reports of the several land States ; Kiddle & Schem’s Dictionary of Edu¬ cation, and also Ninth Census, F. A. Walker, Superintendent, for details of endowments of the several States for common schools resulting from sales of United States land grants for education.) As an illustration, the State of Ohio has a permanent endow¬ ment for education, called the “irreducible State debt,” the result of sale of all granted lands for education, of $4,289,718.52. EARLY EDUCATIONAL INTEREST. The importance attached to education by the founders of the Republic is shown by the provisions they made for its permanent endowment. Indeed, in the earliest settlements on this continent of the Anglo-Americans, measures were adopted in the cause of education, not only as essential to morals, social order, and individual haj)- piness, but as necessary to new and liberal institutions. Every immigrant ship had its schoolmaster on board, each settlement erected its school-house, and the cultivation of the mind advanced with the culture of the soil from the landing of the Mayflower through our colonial history. Prior to the Revolution, in the different colonies the subject of popular education had attracted attention, and provision had been made for its practical realization. The theory of general education found no basis in the aristocratic social constitution of the mother country, while in the colonies themselves were to be found influences decidedly hostile to it. The injustice and persecution, however, which had caused the immigration to this country, especially to the northern colonies, wonderfully neutral¬ ized the religious and political prejudices of our forefathers and prepared them to accept doctrines of very opposite tendency. The conrparative feebleness of aristo¬ cratic prestige in the forests of the New World permitted the development of the sentiment of independent manhood. The establishment of democracy was followed by the natural development of its principles, especially in the direction of popular education. After the erection of the States into an independent republic, and before the adop¬ tion of the Constitution, the Continental Congress, by the ordinance of 20th May, 1785, respecting the disposition of lands in the Western Territory, prepared the way for the advance of settlements and education as contemporaneous interests. THE FIRST RESERVATION FOR SCHOOL PURPOSES — THE SIXTEENTH SECTION. Mr. Jefferson, Mr. Dane, Mr. Madison, and other statesmen of that day assumed with¬ out question that a government, as the organ of society, enjoys the right and is vested XXVIII REPORT OF THE COMMISSIONER OF EDUCATION. with the power to meet the necessity of public education. So the question of the en¬ dowment of educational institutions by the Government in aid of the cause of education seems to have met no serious opposition in the Congress of the Confederation, and no member raised his voice against this vital and essential provision relating to it in the ordinance of May 20, 1785, ‘ 1 for ascertaining the mode of disposing of lands in the Western Territory.” This provided: “There shall be reserved the lot No. 16 of every township for the maintenance of public schools within said township.” This was an endowment of 640 acres of land (one section of land one mile square) in a township 6 miles square, for the support and maintenance of public schools “ within said township.” The manner of establishment of public schools thereunder, or by whom, was not mentioned. It was a reservation by the United States, and advanced and established a principle which finally dedicated one thirty-sixth part of all public lands of the United States, with certain exceptions as to mineral, &c., to the cause of education by public schools. July 23, 1787, in the report from a committee consisting of Messrs. Carrington, King, Dane, Madison, and Benson, reporting an ordinance of “ Powers to the Board of Treasury” to contract for the sale of western territory, in the Continental Congress, it was ordered, “ That the lot No. 16 in each township or fractional part of a township be given perpetually for the purpose contained in said ordinance” (the ordinance of May 20, 1785, above referred to). This additional legislation made the reservation of the sixteenth section perpetual. In the Continental Congress, July 13, 1787, according to order, the ordinance for the government of the “territory of the United States northwest of the river Ohio” came on, was read a third time, and passed. It contained the following : “Art. 3. Religion, morality, and knowledge being necessary to good government and the happiness of mankind, schools and the means of education shall forever be encouraged.” The provision of the ordinance of May 20, 1785, relating to the reservation of the sixteenth section in every township of public land, was the inception of the present rule of reservation of certain sections of land for school purposes. The endowment was the subject of much legislation in the years following. The question was raised that there was no reason why the United States should not organ¬ ize, control, and manage these public schools so endowed. The reservations of lands were made by surveyors and duly returned. This policy at once met with enthusiastic approval from the public, and was tacitly incorporated into the American system as one of its fundamental organic ideas. Whether the public schools thus endowed by the United States were to be under national or State control remained a question, and the lands were held in reservation merely until after the admission of the State of Ohio in 1802. The movement in the cause of education was not confined to the legislative depart¬ ment, for at an early period the public mind was aroused to the importance of the subject by elaborate papers emanating from eminent men, among whom stands con¬ spicuous Dr. Benjamin Rush, one of the signers of the Declaration of Independence, who in 1786 memorialized the legislature of Pennsylvania in favor of a thorough sys¬ tem of popular instruction, maintaining that it was favorable to liberty, as freedom could only exist in the society of knowledge; that it favors just ideas of law and gov¬ ernment; that learning in all countries promotes civilization and the pleasure of society ; that it fosters agriculture, the basis of national wealth ; that manufactures of all kinds owe their perfection chiefly to learning ; that its beneficial influence is thus made coextensive with the entire scope of man’s being, mortal and immortal, individual and social. At a later period, 1790, the same great man addressed a con¬ gressional representative from Pennsylvania, declaring that “the attempts to per¬ petuate our existence as a free people by establishing the means of national credit and defense” are “ feeble bulwarks against slavery compared with the habits of labor and virtue disseminated among our people ;” adding, “ Let us establish schools for that pur¬ pose in every township in the United States, and conform them to reason, humanity, and the state of society in America,” and then will “the generations which are to follow us realize the precious ideas of the dignity and excellence of republican forms of government.” RESERVATION OE THE THIRTY-SIXTH SECTION IN ADDITION TO THE SIXTEENTH. The reservation of a section (or one mile square) of 640 acres in each township for the support of public schools was specially provided for in the organization of each new State and Territory up to the time of the organization of Oregon Territory. April 30, 1802, Congress, in the act authorizingAhe formation of a State government in the eastern portion of the Northwestern Territory (Ohio), enacted the following three propositions, which were offered for the acceptance or rejection of the conven¬ tion to form the constitution of Ohio. (Up to this time no transfers by the United UNITED STATES EDUCATIONAL LAND GRANTS. XXIX States of title or control of the sixteenth section of reserved school lands had taken place. ) By section 7 : First. That the section number sixteen in every township (and where such section has been sold, granted, or disposed of, other lands equivalent thereto and most con¬ tiguous to the same) shall be granted to the inhabitants of such townships for the use of schools. Tho second was a saline reservation, and the third related to a moiety of the net proceeds of the sales of public lands, for the laying out of roads, &c. The three conditions above set out were in consideration of the non -taxation of the public domain, for a period after sale, about which there was serious discussion as to who should tax, or whether it should be taxed at all, prior to or after purchase. The non-taxation compensation was that no tax on the land sold by the United States should be laid by the authority of the State, county, or townships therein for the term of five years after the date of sale. The object of this stipulation was to prevent any person from obtaining a tax title under the authority of the State before the United States had received the full amount of the purchase money. Lands were then sold on credit by the United States of one, two, three, four, and five years, at two dollars per acre. The people of Ohio complied with the above stipulations November 29, 1802, and were admitted into the Union. The act of Congress of March 3, 1803, in addition to the above act of April 30, 1802, provided — “That the following several tracts of land in the State of Ohio be, and the same are hereby, appropriated for the use of schools in that State, and shall, together with all the tracts of land heretofore appropriated for that purpose, be vested in the legis¬ lature of that State in trust for the use aforesaid, and for no other use, intent, or pur¬ pose whatever.” Thus Congress transferred the reserved school lands, section 16 in each township, and provided an indemnity for such sections as had already been sold or taken prior to survey, to the State of Ohio, in trust for the United States and the people of the State for schools. Prior to this, laws were silent as to how the proceeds of these re¬ served lands were to be applied or by whom. Congress thus made the State its trustee. Compacts between the United States on the admission of the States of Indiana, Illinois, and Louisiana, and all the States ad¬ mitted into the Union prior to 1820, also contained the provisions above set out. THE SIXTEENTH SECTION. To each organized Territory after 1803 was and now is reserved the sixteenth sec¬ tion (until after the Oregon Territory act reserved the thirty-sixth as well) for school purposes, which reservation is carried into grant and confirmation by the terms of the act of admission of the Territory or State into the Union — the State then becoming a trustee for school purposes. These grants of land were made from the public domain and to States only which were known as public-land States. Twelve States, known as public-land States, received the allowance of the sixteenth section from March 3, 1803, to August 14, 1848. (See table, page xxxi.) OTHER SCHOOL GRANTS. Congress, June 13, 1812, and May 26, 1824, by the acts ordering the survey of certain towns and villages in Missouri, reserved for the support of schools in the towns and villages named all town lots, outlots, or common field lots included in the survey not owned by individuals or held as commons or for military purposes; provided that the whole amount reserved should not exceed one-twentieth jmrt 0f the whole lands included in the general survey of such town or village. These lots were reserved and sold for the benefit of the schools. St. Louis received a large fund from this source. These acts benefited the towns and villages of St. Louis, Portage des Sioux, St, Charles, St. Ferdinand, Villa & Robert, Carondelet, Ste. Genevieve, New Madrid, New Bourbon, Little Prairie, in the Territory (now State) of Missouri, and Arkansas, in the Territory of Arkansas. The act of May 26, 1824, extended the benefits of both acts to the village of Mine & Burton. THE THIRTY-SIXTH SECTION. In the act for the organization of the Territory of Oregon, August 14, 1848, Senator Stephen A. Douglas inserted an additional grant for school purposes of the thirty- sixth section in each township, with indemnity for all public-land States thereafter to be admitted, making the reservation for school purposes the sixteenth and thirty- sixth sections, or 1,280 acres in each township of six miles square reserved in the XXX REPORT OF THE COMMISSIONER OF EDUCATION. public-land States and Territories, and confirmed by grant in terms in the act of admission of such State or Territory into tbe Union. From March 3, 1853, to June 30, 1880, seven States have been admitted into the Union having a grant of the sixteenth and thirty-sixth sections, and the same area has been reserved in eight Territories. (See table, page xxxi.) UNIVERSITIES. July 23, 1787, Congress, in the “ Powers to the Board of Treasury to contract for the sale of Western Territory,” ordered “That not more than two complete townships be given perpetually for the purpose of an university, to be laid otf by the purchaser or purchasers as near the centre as may be, so that the same shall be of good land, to be applied to the intended object by the legislature of the State.” This related to lands now in the State of Ohio, in the Symmes and Ohio Company purchases. This inaugurated the present method of taking from the public lands, for the support of seminaries or schools of a higher grade, the quantity of two townships at least, and in some instances more, to each of the States containing public lands, and special grants have also been made to private enterprises. In the legislation relating to the admission of the public-land States into the Union, from the admission of Ohio, in 1802, to the admission of Colorado, in 1876, grants of two townships of public lands, viz, 46,080 acres each, for university purposes, are enumer¬ ated. Ohio, Florida, Wisconsin, and Minnesota are the exceptions, each haying more than two townships in area. Nineteen States have had the benefit of this provision, and the two townships are reserved in the Territories of Washington, New Mexico, and Utah. These will be granted and confirmed to them upon their admission into the Union. These reservations in each case require a® special act. All school, uni¬ versity, or agricultural college lands granted are sold by the legislatures of the several States or leased, and the proceeds of sale or lease applied to education. A table an¬ nexed gives the States and Territories and areas, with dates of laws making reserva¬ tions or grants of university lands. MANNER OF SELECTING SCHOOL LANDS. As soon as, in running the lines of the public surveys, the school sections “ in place” 16 and 36 are fixed and determined, the appropriation thereof for the educational ob¬ ject is, under the law, complete, aud lists are made out and patents issued to the States therefor. When sections 16 and 36 are found to be covered with prior adverse rights, such as legal occupancy and settlement by individuals under settlement laws, prior to survey of the lands, or deficient in area, because of fractional character of the townships, or from other causes, selections for indemnity are made. INDEMNITY SELECTIONS. Selections from other public lands as indemnity for deficiencies in sections 16 and 36 and fractional townships under acts of May 20, 1826, and February 26, 1859, are made by agents appointed by the respective States, which selections are filed in the local offices of the district in which the land is situated, and if found to be correct are certified to the General Land Office by the register of the local office where filed. If upon examination by the Commissioner the same are found to inure to the State, a list is made out and certified to the Secretary of the Interior for his approval. When ap¬ proved, a certified copy of the same is transmitted to the governor of the State in which the selections are made, and a copy thereof transmitted to the local office from which the selections are received, to be placed on file, and the approvals to be noted on its records. By the approval of the Secretary, the fee is passed to the State. (See sec. 2449, Revised Statutes.) The same course is pursued in making selections under the grants for internal im¬ provements and agricultural colleges. ACREAGE OF SIXTEENTH AND THIRTY-SIXTH SECTIONS. The following statement shows the number of acres estimated to be embraced in the grant of section 16 in some of the States and sections 16 and 36 in others for school purposes; also, the number of acres estimated to be embraced in sections 16 and 36 reserved for the same purposes in the organized Territories by acts of Congress, the dates of which are given in the proper column : UNITED STATES EDUCATIONAL LAND GRANTS. XXXI Statement of the grants to States and reservations to Territories for school purposes. States and Territories. Total area. Dates of grants. Section 16. Acres. Ohio . Indiana Illinois - Missouri... .Alabama... Mississippi Louisiana . . Michigan . . Arkansas .. Florida .... Iowa . Wisconsin . 704, 488 650, 317 985, 066 1, 199, 139 902, 774 837, 584 786, 044 1, 067, 397 886, 460 908, 503 905, 144 958, 649 March 3, 1803. April 19, 1816. April 18, 1818. March 6, 1820. March 2, 1819. March 3, 1803 ; May 19, 1852; March 3, 1857. April 21, 1806 ; February 15, 1843. June 23, 1836. Do. March 3, 1845. Do. August 6, 1846. Sections 16 and 36. California . Minnesota . Oregon . . Kansas . Nevada . Nebraska . Colorado . Washington Territory . New Mexico Territory . . Utah Territory . Dakota Territory . Montana Territory . . Arizona Territory . Idaho Territory . Wyoming Territory . 6, 719, 324 2, 969, 990 3, 329, 706 2, 801, 306 3, 985, 428 2, 702, 044 3,715, 555 2, 488, 675 4, 309, 368 3, 003, 613 5, 366, 451 5, 112, 035 4, 050, 347 3, 068, 231 3, 480, 281 Total 67, 893, 919 March 3, 1853. February 26, 1857. February 14, 1859. January 29, 1861. March 21, 1864. April 19» 1864. March 3, 1875. March 2, 1853. September 9, 1850 ; July 22, 1854. September 9, 1850. March 2, 1861. February 28, 1861. May 26, 1864. March 3, 1863. July 25, 1868. No grants to Indian and Alaska Territories. Lands in sixteenth and thirty-sixth sections in Territories not granted, but reserved. Lands in place and indemnity for deficiencies in sections and townships, under acts of May 20, 1826, and February 26, 1859, included in above statement. UNIVERSITY GRANTS. The following statement shows the number of acres granted to the States and re¬ served in the Territories of Washington, New Mexico, and Utah for university pur¬ poses by acts of Congress, the dates of which are given in proper column : Grants and reservations for universities. States and Territories. Total area. Under what acts. Acres. Ohio . Indiana . Illinois . Missouri . . Alabama . . Mississippi . . Louisiana . . . Michigan . , Arkansas . Florida . . Iowa . . Wisconsin . . California . . Minnesota . . Oregon . Kansas . Nevada . . Nebraska . Colorado . . Washington Territory. New Mexico Territory. Utah Territory . . Total . 69, 120 46, 080 46, 080 46, 080 46, 080 46, 080 46, 080 46, 080 46, 080 92, 160 46, 080 92, 160 46, 080 82, 640 46, 080 46, 080 46, 080 46, 080 46, 080 46, 080 46, 080 46, 080 April 21, 1792; March 3, 1803. April 19, 1816; March 26, 1804. March 26, 1804; April 18, 1818. February 17, 1818 ; March 6, 1820. April 20, 1818; March 2, 1819. March 3, 1803 ; February 20, 1819. April 21, 1806; March 3, 1811; March 3, 1827. June 23, 1836. Do. March 3, 1845. Do. August 6, 1846 ; December 15, 1854. March 3, 1853. March 2, 1861 ; February 26, 1857 ; July 8, 1870. February 14, 1859; March 2, 1861. January 29, 1861. July 4, 1866. April 19, 1864. March 3, 1875. Julv 17, 1854; March 14, 1864. July 22, 1854. February 21, 1855. 1, 165, 520 Lands in the Territories not granted, but reserved. t XXXII REPORT OF THE COMMISSIONER OF EDUCATION. AGRICULTURAL AND MECHANICAL COLLEGE GRANTS. July 2, 1862, Congress enlarged the national educational endowment system by the donation to each State of 30,000 acres of public land not otherwise reserved (no min¬ eral lands could be selected, and selections must be of quarter sections) for each sen¬ ator and representative to which such State was entitled under the apportionment of 1860 for the support of colleges for the cultivation of agricultural and mechanical science and art. It was championed in the Senate by Hon. Justin S. Morrill, of Ver¬ mont. The law contained a provision for location in place and an issue of scrip in lieu of place locations. The Commissioner of the General Land Office, in 1875, in the case of the new State of Colorado, ruled that the grant attaches to a new State without fur¬ ther legislation. ‘•In place” means that the States having public lands in their limits were to take such lands in satisfaction of their allowance under this law. “In scrip” means an issue of redeemable land scrip, assignable, which might he located according to law and stipulations in the act, to States which had no public lands within their limits from which their allowance could he satisfied. Special certificates with printed forms of selections were furnished States making selections from public lands within their limits. The scrip was issued by the Com¬ missioner of the General Land Office (see Regulations of General Land Office, May 4, 1863, June 17, 1864, September 16. 1874, and July 20, 1875, and subsequently) to reg¬ isters and receivers. This scrip can he located upon land subject to sale at ordinary private entry, at $1.25 per acre, or used in the payment of preemption claims and the commutation of homestead entries. Circular from the General Land Office of date July 20, 1875, gives full details as to methods of location and entry. The lands entered “ in place ” were sold by the several States, and the proceeds thereof used to endow agricultural colleges. The “scrip ” was sold by the several States (in most cases) and the proceeds from the same used for the same purpose. The following statement shows the number of acres granted for agricultural and mechanical colleges by acts of Congress, the dates of which are given, to such of the States as had sufficient public land within their limits subject to sale at ordinary pri¬ vate entry at $1.25 per acre, inclusive of the scrip provided to be issued to the other States of the Union by the act of Congress of July 2, 1862, and supplemental acts: States having land subject to selection in place under act of July 2, 1862, and acts amenda¬ tory thereof. Acres. Wisconsin . 240, 000 Iowa . 240,000 Oregon . 90,000 Kansas . . . . . . . . 90, 000 Minnesota . . . . 120, 000 Michigan . . . '. . . 240, 000 California . . . . . . . . . 150, 000 Nevada (also under act of July 4, 1866) . . . 90, 000 Missouri . . . 330, 000 Nebraska (also under act of July 23, 1866) . . . . . . 90, 000 Colorado . . . . 90, 000 Total . 1,770,000 States to which scrip ivas issued and amount. Rhode Island . 120,000 Illinois . 480,000 Kentucky . . . . . 330, 000 Vermont . 150,000 New York . 990,000 Pennsylvania . . . ... . . 780,000 New Jersey . . . 210, 000 New Hampshire . 150,000 Connecticut . 180,000 Massachusetts . . 360, 000 Maine . 210,000 Maryland . 210, 000 Virginia . 300,000 Tennessee . 300, 000 I UNITED STATES EDUCATIONAL LAND GRANTS. XXXIII Acres. Delaware . 90, 000 Ohio . 630, 000 West Virginia . 150, 000 Indiana . 390,000 North Carolina . 270,000 Louisiana . 210,000 Alabama . 240,000 Arkansas . 150,000 South Carolina . . . 180, 000 Texas . 180,000 Georgia . 270,000 Mississippi . 210,000 Florida . 90,000 Total . 7, 830, 000 Total in place and scrip . . . 9, 600, 000 AGRICULTURAL COLLEGES. The following statement shows the names and locations of agricultural colleges, with the number of acres of scrip or land in place given to the several States, and the amounts realized therefrom : Agricultural colleges located ~by the several States under the act of July 2, 1862. I Name and location. Agricultural and Mechanical College of Alabama, Auburn, Ala . Arkansas Industrial University, Fayetteville, Ark . University of California, Berkeley, Cal . Agricultural College of Colorado, Fort Collins, Colo a . . . Sheffield Scientific School of Yale College, New Haven, Conn . Delaware College, Newark, Del . State Agricultural College, Eau Gallie, Fla. (location questionable ; college not yet organized) . Georgia State College of Agriculture and the Mechanic Arts, Ath¬ ens, Ga. (department of University of Georgia). North Georgia Agricultural College, Dahlonega, Ga 5 . Illinois Industrial University, Urbana, Ill . Purdue University, La Fayette, Ind . Iowa State Agricultural College, Ames, Iowa . Kansas State Agricultural College, Manhattan, Kans . Agricultural and Mechanical College of Kentucky, Lexington, Ky . . . Louisiana State Agricultural and Mechanical College, Baton Rouge, La. c $216, 000 135, 000 750, 000 135, 000 83, 000 110, 806 243, 000 319, 494 212, 238 500, 000 290, 000 165, 000 Maine State College of Agriculture and the Mechanic Arts, Orono, Me. Maryland Agricultural College, College Station, Md . Massachusetts Agricultural College, Amherst, Mass . Massachusetts Institute of Technology, Boston, Mass . Michigan State Agricultural College, Lansing, Mich . University of Minnesota, Minneapolis, Minn . Agricultural and mechanical department of Alcorn University, Rodney, Miss. Agricultural and Mechanical College of the State of Mississippi, Starkville, Miss. University of the State of Missouri : Agricultural and Mechanical College, Columbia, Mo . School of Mines and Metallurgy, Holla, Mo . 116, 359 112, 500 157, 538 78, 769 275, 104 <2178, 000 113, 400 115, 000 5,000 240, 000, scrip. 150, 000, scrip. 150, 000, place. 90, 000, place. 180, 000, scrip. 90, 000, scrip. 90, 000, scrip. 270,, 000, scrip. 480, 000, scrip. 390, 000, sorip. 240, 000, place. 90, 000, place. 330, 000, scrip. 210, 000, scrip. 210, 000, scrip. 210, 000, scrip. 360, 000, scrip. 240, 000, place. 120, GOO, place. 210, 000, scrip. 330, 000, place. a Prospective endowment is the congressional grant to agricultural colleges, amounting in Colorado to 90,000 acres; not yet in the market. i> Receives annually from the University of Georgia $3,500, part interest of the land scrip fund. c $327,000 of State bonds scaled to $196,200 of new State bonds. d Estimated. E — III XXXIV REPORT OF THE COMMISSIONER OF EDUCATION. Agricultural colleges located by the several States, $c. — Continued. JTame and location. a S cs University of Nebraska, Lincoln, Nebr . . University of Nevada, Elko, Nev . New Hampshire College of Agriculture and the Mechanic Arts, Hanover, N. H. Rutgers Scientific School of Rutgers College, New Brunswick, N. J. . Cornell University, Ithaca, N. Y . University of North Carolina, Chapel Hill, N. C . . Ohio State University, Columbus, Ohio . State Agricultural College, Corvallis, Oreg . Pennsylvania State College, State College, Pa . Brown University, Providence, R. 1 . South Carolina Agricultural College and Mechanics’ Institute, Orangeburg, S. C. Tennessee Agricultural College, Knoxville, Tenn . Agricultural and Mechanical College of Texas, College Station, Tex . University of Vermont and State Agricultural College, Burlington, Yt. Virginia Agricultural and Mechanical College, Blacksburg, Va . Hampton Normal and Agricultural Institute, Hampton, Ya . West Virginia University, Morgantown, W. Ya . University of Wisconsin, Madison, Wis . . . . . $90, 000 80, 000 116, 000 602, 792 125, 000 507, 918 439, 186 50, 000 271, 875 209, 000 122, 626 190, 000 95, 000 90, 000 244, 805 90, 000, place. 90, 000, place. 150, 000, scrip. 210, 000, scrip. 990, 000, scrip. 270, 000, scrip. 630, 000, scrip. 90, 000, place. 780, COO, scrip. 120, 000, scrip. 180, 000, scrip. 300, 000, scrip. 180, 000, scrip. 150, 000, scrip. 300, 000, scrip. 150, 000, scrip. 240, 000, place. Total of 9,600,000 acres. In place, 1,770,000 acres; scrip, 7,830,000 acres. EXAMINATION OF SCHOOLS. The excellent effects of the periodical examination of country schools by qualified officers cannot he questioned. The examination in Norfolk County, Massachusetts, presented so fully in the State report for 1879, illustrates a simple and practical method of testing the results of elementary training. From the general interest manifested in the publication it might have been expected that the present year would have afforded information of similar exercises in many other places ; but in fact no efforts in this direction are reported save from Massachusetts, Pennsylvania, and Cook County, Illinois. With a similar work throughout the State of Pennsylvania in view, Hon. J. P. Wick- ersham sent out copies of this report of the examination in Norfolk County, Massachu¬ setts, with a circular by which superintendents were requested : (1) To read the report carefully ; (2) to provide tests similar to those used in Norfolk County, confining themselves at first to reading, writing, and arithmetic; (3) to apply these tests fairly on their visits to schools; (4) to tabulate the results and preserve the manuscripts ; (5) to report the results if called upon. In counties it may be impractical to do more than to examine in this way a single class in each school, but from one the whole can be judged. The age of the pupils should be taken in all cases. A superintendent had better omit the general examina¬ tion of the school at his visit this year, if it is necessary, in order to make the test now to be applied. One of the most concise and complete reports of the year is that from Cook County, Illinois, which well illustrates the excellent effect of systematic and harmonious ar¬ rangement in the various departments of public education. All the village schools of this county are graded, and in most of the ungraded district schools a systematic course of study has been followed. Applicants for teachers’ certificates are examined by the county superintendent, great care being exercised to make the examinations fair tests ; liberal salaries are paid, a veraging over $63 per month for gentlemen and $40 for ladies, and teachers are employed for a year. For three successive years an examination of the county schools has been held under the direction of the Illinois Principals’ Association. These examinations have been written and the papers col- MORAL TRAINING IN THE SCHOOLS. XXXV lected in book form and retained in the office of the superintendent. The Cook County Teachers’ Association has had an excellent effect in maintaining enthusiasm and stimulating effort. Applicants for admission to the Cook County Normal School must sign a declaration of their intention to teach in the State public schools and to give those of Cook County the preference. INSTRUCTION- IN MORALS. The necessity of systematic instruction in morals is generally admitted, though the subject finds as yet very vague expression in the majority of school reports. As to social and civic duties, there is considerable provision in the school laws of California, Maine, Massachusetts, Minnesota, New Hampshire, New Jersey, North Carolina, Oregon, Rhode Island, South Carolina, Vermont, West Virginia, and Mon¬ tana. In California, for instance, it is required that “ instruction in morals and man¬ ners shall be given in all grades and classes through the entire school course;” in Maine, that “all instructors shall use their best endeavors to impress on the youth committed to them the principles of morality, justice, a sacred regard for truth, love of country, humanity, and universal benevolence, sobriety, industry, frugality, chas¬ tity, temperance, &c. ;” in Massachusetts, essentially the same; in Minnesota, that there shall be instruction in civil government, social science, good morals, and patriot¬ ism ; in New Hampshire (in the constitution prefixed to the school code), that religion, piety, and morality are to be encouraged, also humanity, general benevolence, public aud private charity, industry, economy, honesty, punctuality, sincerity, sobriety, and all social affections and generous sentiments ; in New Jersey, that habitual disobedi¬ ence, profanity, or obscenity shall be a ground of dismissal from the schools; in North Carolina, that teachers are to encourage neatness, industry, and morality in their re¬ spective schools; in Oregon, that with morality and cleanliness they are also to pro¬ mote politeness; in Rhode Island, that they shall aim to implant and cultivate in the minds of all children committed to their care the principles of morality and virtue; in South Carolina, that teachers must instruct their pupils, as far as practicable, in morals and good behavior and in the principles of the Constitution and laws of the United States and of their own State ; in Vermont, that they are to be competent to teach good behavior, the history and Constitution of the United States and of Ver¬ mont ; in West Virginia, that there is to be moral training to secure good behavior and good manners, and to furnish the State with exemplary citizens; in Montana, that there is to be instruction in manners and morals during the entire school course, and that teachers must endeavor to impress on their pupils the principles of morality, truth, justice, and patriotism, teach them to avoid idleness, profanity, and falsehood, and train them to a comprehension of the rights and duties of citizenship. How the instruction thus provided for is to be given is not in any State prescribed by law, but is left to the discretion of teachers. Probably in most cases the moral teaching is through familiar talks, moral mottoes being occasionally hung on the walls, and by such a text book used as Gow’s Good Morals and Gentle Manners, a work that has had a wide circulation. The teaching of social and civic duties may come in also in connection with the study of the constitutions of the State and of the United States and of history, which is prescribed in some States and is provided for in many more. In several the Bible is brought before pupils, either through the pre¬ scribed daily reading of it, as in Massachusetts and the District of Columbia, or by the express legalization of such reading, as in Florida, Georgia, Indiana, Iowa, Kansas, and Mississippi; to which may be added also Pennsylvania and Rhode Island, where, though the law is silent on the subject, the interpretation of the text book clause in one case and of the absence of prohibition in the other is that it may be used. In most of the States it is rather to be understood that such things, in common with branches to be taught and text books to be used, are left to the discretion of the local school boards; in others, that they are intrusted to the natural desire of teachers to make their pupils as good, courteous, i>leasant, and reliable as possible. That the XXXVI REPORT OF TIIE COMMISSIONER OF EDUCATION. outcome of such a trust is likely to be good among people so generally moral as ours ■ ire is shown by the fact that in Pennsylvania, where the acts of the legislature say f nothing explicitly as to any moral influences, the Bible is read in more than 13,000 I schools, and that in Rhode Island, where there is the same silence in the general law, the local regulations call for the reading of it in a large number of the towns, while i the State board sanctions such reading, provided it be not forced on children whose parents have any objection whatever to it. In the Massachusetts report, it is affirmed “there is no reason to suppose that our public schools are fulfilling their office in this respect any less effectively than they have ever done at any period of our history. They are more efficient now than in the past, and the influence they are exerting for good is beyond all reckoning.” I Renewed efforts, it is stated, are being made to extend and deepen the moral influence of the school. Prominence is given to the subject in discussions in teachers’ insti- | tutes, and forms of inquiry for returns by school committees are framed with a view I of drawing attention to the subject. The report further suggests a statute directing j that school committees shall make special mention in their reports of morals and behavior and that it shall be required that the subject shall be treated in the yearly local conferences of teachers called by committees. EDUCATIONAL ACTIVITY. The reports coming to the Office for the last ten years show how closely administra- i five activity in education has corresponded with the condition of public opinion on the one hand and the financial condition of the people on the other. The years 1871 | and 1872 were notable for large expenditures and lavish private benefactions for educa¬ tional purposes; the panic and financial distress of 1873 were shown at once in dimin¬ ished expenditures, reduced benefactions, and a revival of old objections to the public school system or some of its details. In the South, where school affairs were in a less advanced condition, the reaction retarded development also, so that the lowest state | was reached as late as 1876. Since that time the school systems of the North and West have recovered all the ground lost, and those of the South are recuperating, though sorely hampered by inadequate resources, public ignorance, and much individual hostility. To the praise of the better classes of every section and of both races, be it said that the necessity for public instruction was never more urgently or skilfully presented to the public mind. Amidst all the discouragements that selfishness, stupidity, and dema- gogism could create, the educators of the nation worked steadily forward for the public good, and were gratified to discover that neither the public school nor any of its neces¬ sary adjuncts or modifications was misunderstood or disliked by the chief part of the public. On the contrary, the most trying struggles showed that both educators and people had clear ideas of the essential objects and characteristics of these institutions and of their importance to citizenship and to the perpetuity of our national life. The lessons of this great struggle, now passing into a triumph of the friends of educa¬ tion, would fill a volume. In every section of the country public interest in education has become more than usually active during the present year. City and country papers have given a place in their columns to the subject, and the discussions in periodicals have been character¬ ized by a stricter regard to facts than heretofore. In the Pacific coast States the agitation has repeated the phases through which it had previously passed in the Eastern States. The points of attack have been (1) high schools, (2) the extended curriculum, (3) the literary character of the schools, and (4) their expense. Without doubt the final settlement of these questions will correspond with that farther east. High schools will be strengthened, courses of study will be modified simply as thoroughness requires, the demand for industrial training met without undue encroachment upon mental training, and the question of expense treated in the spirit of the message of Governor Long, of Massachusetts : The impulsive outcry just now wrung out by annual municipal statements of the great cost of our common schools will only do their cause good if met with discrimina- COST OF TEXT BOOKS. XXXVII tion. Wliile it is time to recognize that there is no spare money to he wasted in ex¬ travagant architecture and external appointments, on the other hand, when it comes to essentials, the last dollar to be economized in Massachusetts is that which gives the poorest public scholar free access to the best public education. * * * Take care that no fundamental attack be made upon our common school system under cover of a criticism of its cost. The relation that intelligence holds to public virtue and thrift is afresh attracting the most thoughtful attention. The importance of the public agitation of all subjects bearing upon popular educa¬ tion is illustrated in the difficulties encountered in the South in the endeavor to carrj' the statutory provisions into operation. Public apathy and ignorance are the worst obstacles. So clearly is this recognized that the representative men of the South affirm the necessity of bringing the educational interests prominently forward by means of public addresses. Fortunately the race prejudices, which at one time made it exceedingly difficult to secure any fair consideration for measures affecting the two races equally, have lost much of their virulence. Occasionally peculiar complications do still arise from a disposition to evade equal school privileges for both and from the necessity of duplicating schools for the accommodation of the two races in dis¬ tricts where there are neither scholars enough nor funds enough to justify the main¬ tenance of more than one school. TEXT BOOKS. The cost of text books and the mode of supplying the same are subjects annually agitated. No uniform plan prevails throughout the country. In some cities the matter is left to the parents, arrangements being made for supplying books to chil¬ dren whose parents are too poor to purchase them ; in other cities text books are in¬ cluded in the expenditures covered by the school tax or income,* and in others the school boards make contracts with publishers for the purchase of the books and they are sold to the children at a small profit. Hon. J. O. Wilson, superintendent of schools of the District of Columbia, in his annual report for ISTO-’SO, presents an estimate of the cost of text books absolutely required for the use of a pupil who passes regularly through the prescribed course of study for eight years. The total is $13.47, which gives as the average cost per an¬ num $1.68. The cost of copy books and drawing books is not included, but is esti¬ mated at an average of thirty cents a year. These estimates, it should be remembered, give no margin for loss or wear and tear. GENERALIZATIONS BY YEARS AND BY TOPICS WITHOUT REFERENCE TO STATES. Statistical summary shoiving the school population, enrolment , attendance, income, expenditure, -H 9 8 1 ! /KjXi i ! J/ L ! ' | 8 7 !^®u : i i r ! i ! i ! ! ! ! i ! ! ! . ! : ! 7 6 II [ill 1 | i i i l | ' 1 i i 1 i 1 ' i 1 1 1 i i 1 ! ! 1 1 1 1 6 5 M 5 4: J 4 3 ' ! ! ! ! ! i ! ! ; j I 11 1 » 1 • j l I I • 1 i 3 PRESENT EDUCATIONAL CONDITION. XLI BRIEF SUMMARY OF THE EDUCATIONAL CONDITION OF THE UNION. NEW ENGLAND STATES — MAINE. The exceptional increase in youth of school age that was noted here in 1878-’79 was more than lost in 1879- 80, the number of them falling off 1,088, with a corresponding decrease in enrolment and average attendance in State schools. Funds for the sup¬ port of schools being $31,168 less, the already low average rate of teachers’ pay was reduced, fewer school-houses were repaired and put into good condition, and the average time of school was 1 day less. Almost the only points of increase were 46 more school- houses, a higher cost by $2,625 of the new ones built during the year, and an advance of $47,476 in the estimated value of school property. For the decade ending 1879-80 the record is much more encouraging. Youth of the age for free instruction were indeed fewer by 10,852 than in 1870-71, but better teachers made the public schools so much more attractive that about 11,000 more pupils in sum¬ mer and 2,000 more in winter were drawn into them and about 14,000 more in summer and 4,500 more in winter were kept in average attendance. To meet this increase, there were 392 more school -houses, the condition of 625 was bettered, and good iiigh schools in good buildings were more numerous. Valuation of school property hence went up $506,603. The permanent school fund, too, had $129,178 added to it, and the receipts for schools were in the last year of the decade $198,353 greater than in the first. All this goes to show a higher interest in education. NEW HAMPSHIRE. Loss meets us here in 1879-80 as respects youth to be, instructed, enrolment in the public schools, the number of such schools, the buildings for them, the teachers in them, the receipts and expenditures for their support, and, as a consequence of these last, the pay of women teaching. On the other side appears a gain in average at¬ tendance, in graded schools and high schools, in teachers engaged for successive terms, in schools supplied with maps and globes, and in the valuation of school property. For the ten years ending June, 1880, there was also loss at some points with gain in others. Ninety-two school districts died out, and 93 poor school-houses went with them ; but on the whole there were in 1880 more State schools by 155, and a greatly larger number had needful apparatus for instruction, with better teachers to impart it. Only 32 more teachers were reported, showing that continuous employment for the year was much more frequent towards the close, as was the engagement of the same teachers for successive years. The annual school term was lengthened 35.3 days, school property was rated $828,901 higher, income for school purposes was $143,571 greater, and average attendance was increased by 2,788, although both youth of school age and youth enrolled had fallen off, the former by 4,363 and the latter by 4,622. This last increase was probably due to improved graded school and high school instruction, with a higher proportion of teachers from normal schools. VERMONT. Receipts for public schools in 1879-80 were less by $110,628 and expenditures for them less by $41,884 than in the previous year. Hence, probably, came a reported decline in teachers’ pay, in the number teaching in the public schools, and in the number of pupils ; private and church schools enrolled, seemingly, most of the pupils who were thus lost. For the ten years ending with 1879-’80, 8,568 more free pupils were gathered into the State schools, with 244 more pupils in other schools; the teachers in State schools in¬ creased by 175, although the schools were only 21 more, the quality of the teaching being probably greatly improved through the introduction of 228 more teachers trained in normal schools. The available State school fund, which seems to be the United States deposit fund, apparently remained the same throughout. MASSACHUSETTS. In any other State than this an enrolment of 306,777 in public schools when there were only 307,321 children of school age (which in Massachusetts, however, extends XLII REPORT OF THE COMMISSIONER OF EDUCATION. only from 5 to 15) would be considered excellent, especially when the average daily attendance reached 89 per cent, of the average membership and when 10,360 pupils in evening schools, 1,081 in charitable and reformatory, and 26,289 in private and church schools swelled the total under instruction (not including those in colleges) to 37,186 more than the whole number of school age. Yet this splendid record for 1879-80 was in some respects a falling off from that of the preceding year, there having been then 4,751 mere in the public schools, with 171 more in evening schools, though the number in private and church schools was 2,459 less. The difference seems largely due to the transfer of many Roman Catholic children from the public schools to church schools. For the ten years from 1870-71 almost the only falling off was in the State charita¬ ble and reformatory schools, of which there were 3 less at the close of the decade thai, at the beginning, with 9 fewer teachers and 450 fewer youths in them ; for, though private and church schools numbered 55 less, the attendance on them was 10,901 greater. The public schools were 494 more in number, with an average term 8 days longer; they had 33,116 more pupils enrolled and 31,377 more in average daily attend¬ ance. There were 65 more evening schools, the average attendance in them being 1,024 greater. Aside from collegiate and scientific students, there were about 45,000 more children under instruction in 1880 than in 1870-71. EHODE ISLAND. ' With a growth of 2,711 in youth of school age for 1879-’80 we find 1,206 fewer day school pupils here under the public system, though evening schools had 286 more en¬ rolled. The average number in the day schools, however, was 111 greater and the average daily attendance was 278 greater. Receipts for schools fell off $41,757 ; the pay of male teachers was reduced $3.60 a mouth on an average, and, notwithstanding 7 new buildings provided, school property was rated $760,026 less than in the previous year. For the ten years closing with 1879-’80 the increase of 13,485 in children to be taught was well met by an increased enrolment in public schools of 12,240, but not quite as well by an addition of 4,773 to the average daily attendance. The public day schools numbered 412 more, and many of the additional ones were graded ; the school term was lengthened by 14 days ; 406 more teachers were employed ; the average pay of these had been considerably increased; receipts for schools were $44,411 greater, and expen¬ ditures for them $83,041 more. CONNECTICUT. Receiving an increase of $90,729 in income for its schools and expending for them $32,495 more in 1879-80 than in 1878-79, this State gathered into its public and other schools almost twice as many as the additional youth of school age, and held more than half this added number in average attendance in its public schools alone. To meot this increase of pupils there was an increase of teachers employed and of depart¬ ments in public schools, with an apparent improvement in the methods and quality of teaching. For the ten years from 1870-71 the record is also excellent, the increased enrolment in public, private, and church schools coming within 515 of the whole increase in youth of school age, while in public schools the increased average attendance was brought almost to an equality with the increase of school youth. The instruction given in the public schools was also made more efficient by steady annual additions to the teaching corps of State normal school graduates, of whom there were at least 300 or 400 in the decade. And yet, with all the increase of pupils and trained teachers, with 83 more graded schools and 304 more departments, the schools were so economi¬ cally managed that the expenditure on them at the end of the ten years was $88,606 less than at the beginning. MIDDLE ATLANTIC STATES — NEW YORK. Progress during 1879-’8Q is shown by an increase in the public school revenues and iu the valuation of public school property, by the employment of 300 more teachers PKESENT EDUCATIONAL CONDITION. XL1II for the full term, and by the fact that 177 more bad diplomas from normal schools. Still, out of 12,446 more children of school age, only 1,552 more attended public schools; while in church schools there were 5,893 fewer. An increase appears of students at¬ tending normal schools, academies, colleges, and professional schools ; but there is a decrease of 3,346 in the whole number under instruction. Since 1870-’71 there has been a great advance in the number and value of public school buildings and sites, in the number of teachers employed, and in those trained in normal schools, institutes, and academic teachers’ classes ; there was a correspond¬ ing increase in the number teaching continuously throughout the year. But, with 138,489 more youth of school age and a decrease of 26,866 in attendance on private and church schools, the enrolment in public schools increased only 3,483, though the average attendance was 79,441 more, the number in academies and colleges also in¬ creasing by 986. NEW JERSEY. With an increase here over 1878-’79 of only 2,867 in youth of school age, 4,222 more pupils attended public, private, and church schools; and in public schools the in¬ creased average attendance was 1,731 greater than the increased enrolment. There was more than a corresponding advance in the number of teachers employed, a slight decrease in the average length of term, and a considerable increase in public school income, although the average pay of teachers was diminished. More districts re¬ ported good and very good school-houses; 27 new ones were built (some of them large and expensive), while others were refurnished or remodelled, all indicating that school property must have really increased in value, although the estimate of it was less than in 1878-79. During the last ten years the number of public schools has increased, while that of private and church schools has diminished ; but the enrolment in both classes has greatly advanced, making a total increase of 48,955 against that of 64,727, in youth of school age. The average daily attendance, too, has largely increased, keeping pace with improvement of teachers, for whose training provision is made in a State normal school, 4 city normals, and required annual county institutes. PENNSYLVANIA. There are here reported for 1879-80 more public schools than in the previous year by 269, with 219 more graded; also, an increase of 1,570 in public school enrolment and of 13,955 in average daily attendance. Attendance on private and church schools also advanced 3,486. In public schools 152 more teachers were employed, all but 25 of them men ; notwithstanding nearly 500 more of them were trained in normal schools, there was a decrease in their pay, as well as in the total income for public school puiposes. During the ten years ending with 1879-80 there was an increase of 102,696 in en¬ rolment and of 34,439 in average daily attendance on public schools; also, an increased attendance on private and church schools. The number of public school teachers employed, of schools sustained, and of those in which drawing and vocal music were taught increased by about 3,000 in each case and the estimated value of school property by more than $8,000,000. The teaching force was greatly improved by the addition of more than 2,000 normal school graduates, as well as of many students in those schools who did not wait to graduate, and also by the training of the whole force in county and district institutes. Still, the average monthly pay of teachers decreased during the period, that of men by $8.68, that of women by $4.44, and the income for public schools was only slightly increased. DELAWARE. The report for 1879-’80 shows encouraging advance in most respects : an increased enrolment in public schools, a greater number of school districts, schools, and teach¬ ers; but a decrease in the pay of teachers and in public school income. The schools for colored youth (not in the public system, but under the care of the Delaware XLIY REPORT OF THE COMMISSIONER OF EDUCATION. Association for the Education of the Colored People) also increased considerably in number, enrolment, and average attendance. The earliest report in the decade available for comparison is for 1871-72. Since then there was an increase of 4,715 in the number of white youth of school age and of 6,263 in public school enrolment ; also, an increase in school districts, schools, and teachers. In 1875 a new era in the school system was begun. To the white schools was given a State superintendent, whose duty it is to visit schools, examine teachers, and hold annual teachers’ institutes, the result being a great improvement in teach¬ ers, schools, and other important points. Colored people were then first granted the right of being taxed to support schools for their children, the expenditure for such schools and their supervision being committed to the Association for the Education of the Colored People above mentioned. MARYLAND. Although the public school enrolment here for 1879-80 was about 3,000 less than the previous year, the average daily attendance was greater by 1,533; but while more schools were taught and more teachers employed, teachers’ pay was less, correspond¬ ing to a decrease in the income for public school purposes. Great improvement is not expected in the schools until public sentiment shall justify a larger expenditure of money for them. Since 1870-71 there has been an increase of 46,748 in public school enrolment, of 29,343 in average attendance, of 535 in public schools, of 856 in teachers, of $252,240 in school income, and of $590,859 in the amount of public school fund, the only item of decrease being $1.77 in teachers’ pay. In the counties, excluding Baltimore, while the population increased only about per cent., public school enrolment was 47-J per cent, greater and expenditure 21 per cent, greater ; the cost per capita on enrol¬ ment was 18 per cent. less. VIRGINIA. The year 1879-80 was the best for public school work ever known in the State. The serious falling off caused by lack of funds in 1878-79 was more than repaired. With 72,106 more of school population, enrolment increased by 112,662; average attend¬ ance, by 62,663; number of schools, by 2,383 ; graded schools, by 77 ; and the average term, by 6 days. Of school buildings owned by districts there were 363 more, and school property increased in value by $88,588. . With an increased expenditure for public schools there was a decided reduction in the per capita cost of education and also in the pay of teachers, the latter being paid less than in any previous year, al¬ though the instruction given was believed to be better. More than half the increase in school population was of colored youth; but a comparatively small proportion of them were in public schools ; there was a creditable increase, however, in the enrol¬ ment and average attendance of this class also. Since 1870-71, the beginning of free schools in this State, there has been a decided and steady improvement in their character and the public appreciation of them. With 144,703 more youth of school age, there waS an increase of 92,448 in enrolment, of 52,682 in average attendance, of 1,990 in schools taught, of 20 days in the average term, and of 2,205 school-houses owned by districts. Attendance on private and church schools also advanced somewhat. SOUTHERN ATLANTIC STATES — NORTH CAROLINA. In 1880, with an increase of 33,135 in youth of school age, there appears a decrease of 13,143 in enrolment and of 2,986 in average attendance, due to the fact, however, that out of 90 counties only 78 report enrolment, 74 the average attendance of whites, and 72 that of colored. Many more school districts and school teachers are noticed. Valuation of school property decreased $13,232, though 309 more school-houses were reported, many counties failing to give the valuation. With an apparent decrease of about $94,000 in receipts, the balance on hand, notwithstanding increased exjjendi- ture, would leave about $171,000 towards the expenses of 1880-81. PRESENT EDUCATIONAL CONDITION. SLY During the decade a marked advance is noticed : in youth of school age, of 191,387 ; iii enrolment, of 119,926; in public school-houses, of 2,139; in teachers, of 1,998; in Receipts, of $188,051 ; and in expenditure, of $195,825. A State summer normal school was established by a law of 1877, and provision was made for training colored jpupils continuously in a normal seminary of their own. Several private secondary 'institutions, too, have done good normal work. The State university, within the last five years, has added legal, medical, and engineering courses, and an agricultural school is flourishing. SOUTH CAROLINA. An increased enrolment of 11,609 pupils for 1880 is reported, the proportion being over three times as many colored as white. More school districts, public schools, and i teachers are found, but, with 74 more school-houses, a falling off in the value of school property. The receipts for school purposes were largely increased, and there was marked progress in the efficiency and qualification of teachers. Increase all along the line is noticeable from 1870 to 1880: 1,334 more schools, with i 68,016 more pupils and 1,273 more teachers, the monthly wages paid these decreasing, however, about $10. The 1,271 more school buildings added $161,502 to the value of school property, and the receipts for school purposes went up from $241,000 to $440,111. Although the closing of the State normal school in 1877 was a blow to progress, there is hope of this being offset somewhat by institute work started in 1880. That and the normal training given in divers secondary schools and through the aid of the Peabody fund at the Normal College, Nashville, Tenn., have helped towards improvement of both schools and teachers, so that a foundation has been laid for future development. GEORGIA. The increase in the number of public schools, in the enrolment and attendance, and in the pupils at private elementary and secondary schools all indicate that progress continues to be made in education in this State. Including the collegiate institutions, there were 605 more schools of all grades and 28,705 more pupils in 1880 than in 1879. Reports from the chief cities indicate that three times as many children are now taught in the public schools for a less sum of money than one-third of these formerly cost in the private schools. But among things still required to give a longer school term and a better education, are a larger school fund and fuller training of teachers through county and State institutes. A thorough system of general education was required by the constitution of 1868, but not till 1871 were the public schools established, and not till 1873 had sufficient funds been accumulated to maintain them for three months. In 1874 there were schools in operation in 125 counties, and by 1876 a school debt of $300,000 had been paid off. Since 1873 a continuous advance is noticed in the number of public schools, in enrolment, and in average attendance, so that, considering the limited means, the results achieved have been remarkable. During the decade 5 schools of agricult¬ ure and the mechanic arts were established, as branches of the State university, in different parts of the State. 'The State Teachers’ Association and that of Middle Georgia were also aids to progress. FLORIDA. A decided improvement in school affairs is reported in 1879-80, notwithstanding a diminished revenue. In many cases private contributions kept the schools open, and as a result the reports show 81 more schools, 127 more teachers, an increased enrol¬ ment of 2,281, and an average daily attendance greater by 1,445. Since 1878 school property had advanced $16,000, in most counties the patrons ot the schools furnishing the school buildings; yet even this was not in proportion to the increased attend¬ ance and number of schools. For the ten years the schools were greatly aided by the sums given from the Peabody fund. Much of this was used for training teachers, and through them its effects were felt in the schools. In 1870-71 only about one-fifth of the children of the State received XLVI REPORT OF THE COMMISSIONER OF EDUCATION. educational benefits. In 1873 private citizens in several counties gave money, lands, and school buildings to aid the school system. Within the last four years 25 per cent, more school-houses have been built, 50 per cent, more schools taught, a greatly in¬ creased enrolment of the school population secured, and more efficient teachers pro¬ vided. Up to 1875 there were few schools outside the larger towns, while in 1880 nearly 600 were scattered through the rural districts. Little was done in the way of superior, scientific, and professional instruction. Attempts were made to start an agri¬ cultural college as the beginning of a State university, but the outgrowth amounted to almost nothing. GULF STATES — ALABAMA. An increase here of 4,905 in public school enrolment and of 5,604 in average attend¬ ance, out of 11,354 additional youth of school age in 1879-’80, shows more progress than could well have been expected, in view of the facts that there were 74 fewer public schools reported, with 60 fewer teachers, and a decreased expenditure of $1,568 for school purposes. That there was any gain at all in average attendance under such circumstances seems remarkable, and the fact that it was so great goes to show at once growing eagerness for education and improvement in the teaching in the schools. During the first four years of the decade ending in 1880 there was a continual strug¬ gle in order to maintain public schools. The laws were objectionable to the people, who refused to pay the local taxes ; the school funds were soon exhausted ; the treas¬ ury declined to cash warrants, and private contributions had to be solicited to keep the schools open. From 1874- 75 greater confidence was manifested in the school system, and marked advance was noticeable in the number of schools taught and in the enrolment therein. Six normal schools and departments were established during the decade. Provision was made for teachers’ institutes and for a State association. The State university added to its schools, and the Agricultural and Mechanical Col¬ lege, organized in 1872, made considerable progress. MISSISSIPPI. An increase over 1879 of 64,319 in youth of school age, of 18,951 in enrolment, of 17,788 in average daily attendance, of 202 teachers with salaries increased between two and three dollars, and an advance both in receipts and expenditures indicate an on¬ ward tendency in 1880, though by no means as great as might be wished. Normal training was given to 431 students during the year, more than double the number reported in the previous year. Teachers’ institutes, too, were held in different parts of the State through aid furnished from the Peabody fund, and these doubtless pre¬ pared the way for greatly better teaching. The Agricultural and Mechanical College opened with 200 students in October, 1880 . For the decade, an increase of 121,927 youth of school age, of 125,018 enrolled, of 71,431 in average daily attendance, and of 2,913 teachers was presented. The wages of teachers were such that an apparent decrease in pay of $28.40 a month is noticeable. Teachers’ warrants, however, formerly much below par, are now at par, so that in reality they receive more pay than ten years ago. Since 1878 private academies and colleges (having suitable school buildings, proper faculties, and libraries of over 200 volumes) are reckoned qualified to fit students for the university as if they were pub¬ lic high schools. The opening of Alcorn University in 1872 added to the schools for superior instruction; the establishment of an agricultural and mechanical college at Starkville, under a charter of February 28, 1878, gave opportunity for scientific train¬ ing, and many students availed themselves of it. LOUISIANA. There is such a dearth of statistics here for both 1879 and 1880 that but little can be gleaned as to the state of school affairs ; but as the constitution of 1879 provided very small support for the common schools and as its restriction of local taxation influ¬ enced matters greatly, educational progress was necessarily checked, while a large emigration of colored people was begun. A diminution in youth of school age, in PRESENT EDUCATIONAL CONDITION. XLVII enrolment and attendance, in receipts and in the available fund, and an increase in teachers are reported. The schools of New Orleans suffered by the restrictions of the constitution, but, owing to an appropriation made by tho city, were taught, al¬ though with small pay to teachers. From 1870 to 1880 the youth of school age increased 11,202; the enrolment, 16,004; the average daily attendance, 25,039; teachers, 894. The receipts, however, were less by $74,654 and the available school fund by $62,633. Various changes in school laws were made, for which see the abstract of the State, p. 118. Reorganizations of the school system took place in 1870-71 and in 1877 ; in the latter year the schools were graded, the studies indicated, and the public schools designated as elementary, academic, and normal. Including the year 1870 the decade furnished the following steps toward progress : Kindergarten training begun ; 2 normal schools and a normal department ox>ened ; teachers’ institutes provided for ; additional high schools reported ; the Louisiana State University and Agricultural and Mechanical College reorganized and newly chartered ; theological and legal training undertaken ; a school for the blind opened ; and a teachers’ association started, although that and the institutes failed of late years to hold regular meetings. TEXAS. The reports from this State for 1880 are not' particularly encouraging, as, with an increase of 26,925 youth of school age, the enrolment decreased 5,868 and the number of schools fell off 280. Fewer school-houses were built and school property diminished in value $23,210. With 890 fewer teachers, the monthly wages of men were increased and those of women decreased. Considerable falling off in the income for public schools was apparent, and a corresponding decrease in expenditure. This state of things arose in part from the want of active State and county supervision, of pro¬ vision for local taxation, and of normal training for teachers, which last was remedied somewhat by the opening of 2 State normal schools in 1879; in 1880 the subject of carrying out the provisions of the constitution of 1876 in regard to a State university was fully discussed and the first steps were taken. Various changes in school officers; the dropping of the State superintendency in 1875; the changing of the school age from 6-18 to 8-14 ; the revision of the school sys¬ tem in 1876, which, among other things, did away with compulsory attendance ; the shortening of the ordinary time for free schooling from 12 to 6 years, with provision made for only a 4 months’ annual term, all came in the ten years ending in 1880. Still, the records of the first few years showed substantial gains in many respects, and 1876 opened with a wholly new system, which reached its highest point in 1878-’79, and then ceased to meet public expectation. During the last six years the Peabody fund trustees gave about $50,000 towards the formation and maintenance of graded schools. Additional opportunities for superior instruction, also, were presented by the opening of two more colleges during the decade, and the State Agricultural and Mechanical College (organized in 1876) helj)ed on the work. SOUTHERN CENTRAL STATES — ARKANSAS. Reports from many counties in this State were so imperfect previous to 1880 as to make all totals doubtful. But, as far as can be ascertained from a much improved general report, there was in 1879-’80 an even greater educational progress than that noted in 1878-79 ; for, with an increase of only 10,946 educable youth, there was an enrolment in the public schools reaching 6,977 beyond this, so that, unless many dupli¬ cate enrolments were reported, there must have been a considerable inroad made into the ranks of those previously untaught. To meet this increase of enrolment, there were 77 more school-houses owned or rented, 369 more teachers, and an exj)enditure of $32,607 more for schools. All this has come largely from the active efforts of an ener¬ getic and efficient superintendent, aided at some imx>ortant points with allowances from the Peabody fund. XLVIII REPORT OF THE COMMISSIONER OF EDUCATION. When 1879-’80 is compared with 1870-71, the record is much less encouraging, and goes to show the ill effect of the changes in the school system made in the middle of the decade, when the county superintendency was abolished, local taxation restricted to 5 mills on $1 for school purposes, and the holding of a school in any district made optional in any year in which the revenue from State apportionment and this small tax rate would not make possible a 3 months’ term. Hence, with an increase of 51,310 in youth to be instructed, only 975 more were reported in the State schools at the close of the ten years than at the beginning, with 301 more teachers. All else, with one doubtful exception, indicates loss: fewer school-houses built, 806 fewer in all the State, a diminished valuation of school property, and $298,271 less annual income for school purposes. KANSAS. Progress at almost all points marks 1879-’80 as compared with the preceding year : 28,416 more persons of school age, 23,000 more in the State schools, and 13,952 more in average daily attenda nee, with provision for this increase in 310 more school-houses. There were 858 more teachers engaged at somewhat higher pay and an addition of $291,944 to the current school revenue. Still further evidence of progress appears in 163 more districts with uniform text books, 673 more with graded courses of study, and a rise of $225,903 in the valuation of school property. For 1880, as compared with 1870-71, there are like tokens of a healthy ten years’ growth: of the 198,289 more educable youth, 141,657 were brought into the schools and 84,776 held in habitual attendance. In 3,422 more school-houses instruction was given by 4,702 more teachers, most of the later ones trained in normal schools and normal institutes to a much higher and more effective style of teaching. School in¬ come rose in the same period $1,085,561 and the valuation of school property $2,444,345. Almost the only show of falling off is in the pay of teachers ; another, of 9 days in the average length of school term, given in a return, being made doubtful by the printed report for 1880, which presents an increase of 5 days. MISSOUKI. Growth meets us here again for both 1879-’80 and for the decade which then closed, the enrolment in the public schools in 1879-’80 exceeding by 26,594 that of the year before and by 5,263 the increase of youth entitled to free schooling, while 11,710 more children were in average attendance daily in 546 more schools, under teachers better trained and changed less frequently than in former years. Permanent school funds increased by $1,408,580, though school property was rated $1,646,599 less in value and current school income fell off $62,671. For the whole decade there was great advance at every point, the additional public school enrolment including at the close 57,265 more youth than had meantime come of school age, making thus a deep inroad into the mass of the previous illiteracy, while an average of 32,108 more of the enrolled were in the schools each day. This, with an increase of 1,699 public schools, of 1,631 teachers for them, of $2,333,287 in receipts for schools, and of $4,261,383 in the permanent funds for the support of them, is a record of which the State may well be proud. KENTUCKY. Statistics from this State for 1879-’80 were received so late that comparatively few of them appear in the ten years’ table on pages 108 and 109. As finally settled, they may be found in Table I of the appendix. They indicate an increase in youth of school age of 5,318, of which increase 1,727 were white and 3,591 colored pupils. From the absence of all figures for 1878-79, except on these points, no other comparison with that year can be made. From 1870-71 to 1879-’80 the few figures available show that youth to be educated had increased by 155,325 ; those enrolled in public schools, by 87,124 ; those in average attendance, by about 73,000, including in the last year colored youth, who were not PRESENT EDUCATIONAL CONDITION. XLIX reported in the first. Beyond this, from the imperfection of the statistics for the first year, there are no means of telling progress.1 TENNESSEE. The statistics of 1879-’80 show an increase over 1878-’79 of 30,219 in youth of school age, of 25,454 in the number of these in public schools, and of 5,299 in the average attendance in such schools. Including private with public schools, the additional enrolment was 31,515, and the additional average attendance 9,917. The number of public school-houses was 252 more ; of private schools, 163 more ; of the teachers in these, 198 more ; and the pay of teachers in the public schools was 99 cents more a month, with a little over $14,000 more in receipts and expenditures for public schools. The permanent school fund remained the same. All other figures for the year indicate loss: there was a diminution of 90 in public schools, of 35 in the number of these graded, of 8 in the consolidated schools, of 48 in number of State teachers, and of $95,690 in the estimated value of State property in schools ; but these last may come from imperfect reports. For the ten years covered in other States there are no data sufficient to indicate accurately the decennial growth, reports for the first three years being exceedingly imperfect. From 1875-’76 to 1879-’80 there was a growth of 110,731 in school popula¬ tion, of 95,961 in enrolment in the public schools, and of 65,553 in average attend¬ ance in these, with a like growth in the provision for this increase ; such as 1,625 more public schools, 889 more buildings for them, 1,744 more teachers in them, and $26,642 more expenditure for their support, though receipts fell off $39,518. WEST VIRGINIA. Progress at almost every point appears in this young State in 1879-’80 as compared with 1878-79, there being 3,990 more youth of school age, 6,324 more in the public schools, and an increase of 1,436 in average daily attendance. Provision for these greater numbers is found in 86 more public schools, 84 more school-houses, $3,562 more income for school purposes, and $7,793 more disbursed, giving larger pay for teachers on the whole, the permanent school fund also being increased by $23,915. Items of decrease, comparatively slight, were 2 fewer graded schools, 2 days less of average school term, 28 fewer male teachers, and a somewhat smaller rating of school property. When we come to a comparison of 1870-71 with 1879- 80, there are difficulties in the arithmetical results at several points, growing out of imperfection in the reports of the former year, especially as to youth of school age ; some counties then reported such youth without distinction of white and colored, so that the sum of these, as far as they are distinguished, does not make the total of all youth 6 to 21 years old. Com¬ parison of the relative increase of the races is hence impossible. Comparing totals only, we find in the ten years an increase of 43,364 ineducable youth, an enrolment in the public schools exceeding by 22,887 this increase, and an average daily attendance almost equalling the whole number of school age. To meet this increase there were reported 1,498 more school-houses, at least 1,468 more schools, 1,666 more teachers, $159,014 more of annual school fund, and $194,689 more of permanent fund. School 1 After the present statement and the other statistics elsewhere given in reference to Kentucky were in type, a report for 1880 was received, from which the following figures are taken : Number of children of school age, white and colored, 545,118; highest number of white children attending school, 245,358, of whom 158,218 were in daily average attendance ; total number of teachers in schools for whites, 6,776 — 4,418 males and 2,358 females ; average monthly pay of white male teachers, $21.71 in counties and $90.07 in cities; white female teachers, $21.71 in counties and $66.77 in cities; number of school districts, 6,950—6,177 for whites and 773 for colored; teachers’ insitutes for whites held during the year, 144; normal schools taught, 11; number of private schools. 831 ; private academies or high schools, 1.55; colleges, 55; universities, 3; amount apportioned by the State for common schools for whites, $&S8, 193 ; for white school commissioners, $36,014; for colored schools. $31,950 ; for commis¬ sioners of same, $2,344; amount raised by district tax, subscriptions, &c., for white schools, $379,739; which items make a total of $1,048,240, the total expenditure for schools for whites being $803,203 ; amount of permanent fund, $1,755,682; estimated real value of sites, buildings, &c., $2,119,407 for whites and $41,000 for colored; number of school-houses built during the year, 122, at a total cost of $31,498; total average from State appropriation, local taxation, subscription, &c., for each white child of school age, $2.04 ; for each colored child, from State apportionment only, 48 cents. E — IY L REPORT OF THE COMMISSIONER OF EDUCATION. property, from the increased number and better quality of buildings, was valued $657,262 higher, and the average school term was 13 days longer than in 1870-71, nothing showing any diminution but the average pay of teachers. STATES ON THE PACIFIC SLOPE — NEVADA. The work of education was systematically advanced in 1879-’80 in the ’larger school communities; new school buildings of good architectural design were put up at Eureka and Reno. Much improvement in the grading of schools was manifested in the last two years, and the schools throughout the State were considered to be in a fair condition. Provision was made in 1879 for Kindergarten departments as a part of the public school system, and considerable educational zeal was reported at Gold Hill and Virginia City. Against an increase of only 297 in youth of school age, an increased enrolment of 1,611 in public and private schools is reported. The valuation of school property was larger by $53,980, the number of teachers by 13, and the pay of men by $17.01, while that of women was diminished by $6.09. The amount of per¬ manent school fund was $35,000 more, the current expenditure for support of schools $35,035 less, while schools sustained without rate bills were fewer by 35. For the decade there was progress at all points : a school fund larger by $357,000; more teachers by 123; more pupils by 7,156 in all schools ; greater average length of term, more school districts and more high schools; an enhanced value of $218,189 in public school property ; and a better attendance by 616 at private schools. Special taxes w;ere levied in 9 more districts and in 75 more no rate bills were required. Of the 126 additional schools, 88 were graded. The laws from 1873 provided for the compulsory attendance of children 8 to 14 years of age for at least 16 weeks in the year. An act was passed forbidding discrimination in the salaries of teachers on account of sex. Another provided for the control and maintenance of a State university, to be at Elko, which must, however, take some time to grow to collegiate rank. CALIFORNIA.1 The advance in educational condition here in 1880 was evidenced in 64 additional school districts, 88 more State schools with good accommodations, 137 more with good sized grounds, and many more with well ventilated and well furnished buildings; per¬ haps still better evidenced by the fact that, although school youth were fewer by 426, there was a growth of 4,079 in enrolment and of 2,498 in average attendance in the public schools; while private schools lost 479 pupils. With more holders of life di¬ plomas, more teachers, and more schools of second grade, there was, on the other hand, decrease in schools of first and third grade, as well as in new school-houses ; in teachers holding educational diplomas, or first, second, and third grade certificates; in teachers who were graduates of normal schools; in receipts and expenditures for public schools : the former of $80,691, the latter of $146,336. A part of this last came from a reduction of the average pay of teachers, $1.87 a month for men and $1.64 a month for women. Since 1870 the reports indicate an increase of 85,862 youth of school age, of 65,257 in enrolment, and of 36,680 in average daily attendance in the public schools, though 571 fewer pupils were reported in private schools. The public schools increased by 1,253; school property, by over three and one-half millions; the income and expenditure for public schools, by $1,688,521 in the former case and $1,151,140 in the latter. The aver¬ age monthly pay of both sexes also advanced. The State school tax went up from 10 cents on $100 in 1870 to 26 cents in 1879; the county tax, from 35 cents on $100 of taxable property during 1870-1874, to 50 cents as an allowed maximum in 1880. Kinder¬ garten were first opened in the State in 187(5 ; in 1880 many, both free and other¬ wise, were located in the different cities. Higher instruction, too, was aided by the establishment of 3 new colleges ; normal training, by means of 2 new schools and 3 departments. 1 Tlie Office is specially indebted to Mrs. S. B. Cooper for data in regard to education in California. PRESENT EDUCATIONAL CONDITION. LI OREGON. This State presents indications of progress since 1878-79. The graded schools increased by 9 from the preceding year. Teachers were more interested in their work, were attending institutes and subscribing for educational journals, and county super¬ intendents were giving more attention to the work of supervision. A more rigid ex¬ amination of applicants for first grade certificates was indicated by a decrease of 18 in the number attaining such grade. Increase in youth of school age reached 3,151, in enrolment in public schools 4,815, and in average daily attendance 6,595, with in¬ crease, too, of 55 in districts reporting, of nearly two days in the average length of school term, of 94 in the number of teachers, of 112 in those holding second grade certificates, and of $46,900 in the value of school property. Fewer private schools, and a diminished attendance at such, a decrease in the pay of women teachers, and in both receipts and expenditures, are also reported. For the decade there was an increase of 25,560 in youth of school age, of 16,533 in enrolment, of 371 in organized districts, of $3.38 in the monthly salary of women teachers, of $1.85,381 in the receipts for public schools, and of $236,933 in the expendi¬ ture for them. The average term of public schools was, however, nearly half a day less in 1879-’80 than in 1870-71, and male teachers were paid $5.81 less a month. Steps toward further progress were the founding of a State agricultural college in 1872 and of a State university in 1876, with provision in 1878 for making high schools a part of the State school system and for making all public schools entirely free to resident youth 6 to 21 years of age, more being done in the later years for the improvement of the teaching force through institutes and normal schools.1 NORTHERN CENTRAL STATES — OHIO. An advance during 1879-80 is reported here in nearly all important respects. With only 2,905 more youth of school age, public school enrolment increased by 12,487 and average attendance by 16,289, while 442 new school-houses were built at a cost of $711,835 and 360 more teachers were permanently employed; all strongly confirming other evidence of improvement in methods of instruction, in school accommodations, and in the qualifications of teachers. Almost the only offsets to this progress are a diminution in teachers’ pay — that of men by 25 cents a month, that of women by $2 — and a decrease in public school income. Similar educational activity is noted during other years of the decade. With only 11,823 more youth of school age in 1879-’80 than in 1870-71, public school enrol¬ ment increased by 15,016 and average attendance by 43,827, while attendance on pri¬ vate and church schools increased by 21,736, making a total of 36,752 more children under instruction. There were 1,577 more teachers employed, but at reduced pay, and 572 more public school-houses were added, with 2,061 more rooms, making accommoda¬ tions for 61,830 more children ; the income for public schools was increased by $160,232. MICHIGAN. An increase of 19,228 in youth of school age during 1879-80 was met with one of 20,418 in public school enrolment. This advance, particularly noticeable in ungraded schools, was attributed to the better character of those schools in the rural dis¬ tricts, an improvement ascribed to the influence of county institutes and better local supervision. In 75 new public school-houses 4,738 more sittings were furnished ; women were paid on an average $2.25 more a month, and the value of school j>roperty advanced $988,546. Nine more teachers’ institutes were held ; 13,803 volumes were added to public school libraries; graded and high schools increased in number ; stand¬ ards of admission to professional schools were raised somewhat and their courses lengthened ; and the work of the normal school and the university was unusually suc¬ cessful. There was, on the other hand, a decrease of 9 days in the average school term, of $1.41 in the average monthly pay of men teaching, and of $110,193 in the income for public schools. 1 Rev. George H. Atkinson lias placed this Office under obligations for valuable educational data regarding Oregon and Washington Territory. LII REPORT OF THE COMMISSIONER OF EDUCATION. During the decade there was substantial progress in public school affairs, commenc¬ ing with the abolition of rate bills in 1869 and the passage of a compulsory attend¬ ance law in 1870. With an increase during the ten years of 112,026 in youth of school age, there were 70,090 more enrolled in public schools ; 1,100 additional school-houses provided 71,269 sittings ; of 1,053 more school districts, 123 had graded schools ; the average school term was a day longer ; and teachers’ institutes increased by 49. Although the qualifications of teachers must have greatly improved, their pay de¬ creased by $12.64 for men and $1.48 for women, the income for public schools also decreasing. INDIANA. With a decrease here during 1879-’80 of 4,543 in youth of school age, there were 7,391 more enrolled in public schools and 9,516 more in average daily attendance. The average term of school was 4 days longer, and, indeed, reached a higher point than ever before. School property increased in value by $30,250, and the number of school districts by 93. Graded school districts, however, decreased by 46, the income for public schools by $24,820, the number of teachers by 12, and the average monthly pay of men by $1.40, while that of women was 20 cents more. During the decade there was an increase of 61,226 in enrolment and of 26,588 in av¬ erage attendance on public schools, with 80,830 more youth of school age. There were 393 more school districts and 54 fewer without schools ; the average term of schools increased by 31| days, the number of graded schools by 255, of school-houses by 658, and the valuation of property by $4,436,115. The character of school-houses improved greatly, even those in the rural districts being reported good, and only 75 of them log cabins, against 1,100 such in 1865. More teachers by 1,745 were employed, 641 men and 1,104 women, the men being paid $1.40 less a month and the women $4.80 more. ILLINOIS. Here the record shows that fewer schools by 29 were taught in 1879-80 than in the previous year, that fewer districts by 81 reported, and that 18 more of those reporting were without schools. Still there was an increase of 10,707 in public school enrol¬ ment and of 27,159 in average daily attendance, against only 10,157 more youth of school age. There were also 12,776 more attending private schools, the increase in attendance on all schools being thus more than twice as great as that of school popu¬ lation. The average length of school term increased by 6 days, the number of graded schools by 61, of districts reporting libraries by 52, of volumes in the latter by 10,037, the value of school property by $1,027,144, and the public school income by $1,695,613. The average monthly pay of male teachers rose 47 cents, while that of women declined $2.38. During the decade fair educational progress was made, although not as great pro¬ portionally as for the last year. The increase of 32,260 in public school enrolment was indeed far below that of 132,434 in school population, but counting the increased private school attendance of 25,557, gives a total of 57,817 more under instruction, while the average daily attendance increased by 89,952. More districts reported by 487 and 113 fewer were without schools; 808 more schools were taught, 270 more being graded and 19 more high. The average term increased by 3 days, school-houses by 905, value of property by $2,498,314. Income for public schools increased by $367,271, but the pay of teachers fell off $7.08 for men and $5.20 for women, although a much greater proportion were professionally trained. WISCONSIN. With 483,229 youth of school age, this State during 1879-’80 enrolled in public schools 299,258 pupils and in private schools 25,938, making 325,196 in all, besides nearly 2,000 in State normal schools, over 3,000 in colleges and academies, and 1,648 in benevolent and reformatory institutions, giving an increase for the year of 10,182. A large proportion of this advance was in public school enrolment, which increased by 7,972, while, according to the figures, youth of school age decreased by 224. There were added 18 graded and 7 high schools ; 41 new buildings provided 3,947 more seats PRESENT EDUCATIONAL CONDITION. LIII and increased tlie value of school property by $127,700. The average school term in cities decreased by about 3 days, while in the counties it increased by 9. Public school income was greater by $476,647, while the average pay of teachers was slightly less. During the decade a steady and substantial progress in school affairs is noted, though in some respects not in proportion to the growth of the State. With an increase of 62,281 in youth of school age, the number enrolled in public schools increased by only 33,973, and that in private schools by 8,671. Students in State normal schools increased steadily during the entire period ; the number of graded schools also increased ; both facts indicating a probable improvement in teachers, yet their average monthly pay declined by $19.56 for men and $1.64 for women in cities and by $4.26 for men and $2.71 for women in counties. Public school-houses increased by 734, and seats furnished by 50,841 ; the value of property by $1,306,812 and the income for public schools by $781,276. MINNESOTA. During 1879-’80 public school enrolment increased by 8,303; average daily attend¬ ance, by 3,971; number of school districts, by 243; and of graded districts, by 22; public school-houses, by 277 ; value of public school property, by $72,189 ; income, by $133,273, and average length of school term, by 2 days. The average monthly pay of teachers remained nearly the same, that of men being 49 cents less, that of women 29 cents more. Since 1870-71 a steady increase in public schools, school-houses, pupils enrolled, and in average attendance met the equally constant increase in youth of school age. The number of youth has not been reported later than for 1877-,78, when it was 271,428, the enrolment in that year being 167,825, an increase since 1870-,71 of 102,411 in school population and of 53,842 in enrolment. During the decade there was an in, crease of 1,512 organized school districts, of 61 districts with graded schools, of 1,383 school-houses, and of $1,398,077 in value of school property. The average monthly pay of men teaching decreased by $2.39 and that of women increased by $2.07. The most serious loss seems to have been in average length of school term, which decreased 39 days. IOWA. The school population increased during 1879-?80 by 9,203 ; public school enrolment fell off 5,260, and average attendance 4,866. The percentage of public school enrolment on school population was 2.06 less ; that of average attendance on enrolment, 0.39 less. Attendance on private schools also declined. The number of public schools taught, however, increased, as did the number of school-houses and value of property ; but the average monthly pay of teachers slightly decreased and public school income was $28,772 less. The record for the ten years is much more favorable. With an increase of 125,927 in school population, 84,119 more were enrolled in public schools and 48,274 more were in average attendance, besides an increase of 10,693 attending private schools, making 94,812 additional pupils under private and public training. The average school term was 18 days longer; school-houses increased by 3,439 ; the value of school property was more by $2,374,333, and income for public schools more by $1,997,964. The average monthly pay of teachers slightly increased during the first half of the decen¬ nial period, but decreased after 1875-?76, till in 1880 it was $4.84 less for men and $1.52 less for women than in 1870, although there was great improvement in the teach¬ ing. NEBRASKA. Here school population increased during 1879-’80 by 18,937 and public school en¬ rolment by 15,593, the number enrolled being 65 per cent, of the school population, against 62 per cent, in 1878-79. Private school attendance was not reported. Of 356 new school districts, 8 more had graded schools, 109 more furnished free text books, and 152 more had terms lasting at least six months, while the average term increased LIV REPORT OF THE COMMISSIONER OF EDUCATION. "by 2 days. Public school-houses increased by 212 ; the value of property, by $254,680 ; public school income, by $240,486; the average monthly pay of teachers, by $2.87 for men and $2.37 for women. The increase during the ten years has been striking, youth of school age advancing by 101,285 and public school enrolment by 69,284, the enrolment having gained 16 per cent, on school population, an advance of 1.6 for each year. The average school term increased by 37 days, the number of school-houses by 2,143, and value of school property by $1,643,831. The only offset to these indications of progress is a decrease in teachers’ pay, that for men being $2.38 and that for women $4.68 a month less, while their qualifications, it is stated, have been much improved through the influence of normal schools and teachers’ institutes. COLORADO. With 5,828 more youth of school age, public school enrolment increased by 3,348, and average daily attendance by 1,699, more than half the increased enrolment being in graded schools. There was also an increase of 37 in school- houses, of $185,519 in value of school property, of 382 in volumes in libraries, and of $213,082 in income for public schools. Still, the per cent, of enrolment on school population was only 62 against 63 the year before, and that of average attendance on enrolment only 57 against 58, showing a slower rate of increase. The country schools suffered from short terms, frequent changes of teachers, and inefficient teaching, resulting partly from a lack of school funds and an insufficiency of provision for the training of teachers, though school funds on the whole were large for so young a State. In ten years the youth of school age increased from 7,742 to 35,566 ; public school enrolment, from 4,357 to 22,119 ; and average attendance, from 2,611 to 12,618. School districts increased by 254. school-hoqses by 212, value of school property by $599,836, and school income by $441,307. The average length of school term was not reported for the last two years, but in 1877-’78 it was only 91 days — 17 less than the year before, and even 1 less than in the first year of the decade. The average monthly pay of the teachers decreased somewhat during the period, but there has been a tendency toward equalizing the pay of men and women doing the same grade of work. THE TERRITORIES — ALASKA. Alaska shows encouraging progress in educational matters during the year. The day and boarding school at Fort Wrangell averaged 100 day and 22 boarding pupils, and another school was opened late in the year. At the Sitka schools about 200 Indian children were reported. Still another school, for the Chilkut tribe, is spoken of, and on Prince of Wales Island a school-house was to be erected. For the decade there is marked advance, notwithstanding the drawbacks occasioned by the absence of law or any form of government. Schools were established by the Alaska Commercial Company on the islands of St. Paul and St. George, averaging 18 to 20 pupils, respectively, up to 1877. Since then the Presbyterians have helped much in the educational work. Teachers sent out by them have established schools at Fort Wrangell and Sitka, and, as nearly as can be ascertained, have given instruction to 300 or more children, with most encouraging results. ARIZONA. Arizona presents increase in youth of school age, enrolment, and average attend¬ ance, in rooms for study and in teachers, in the value of school property, and in both receipts and expenditures. Female teachers averaged $2 more in monthly salary ; male teachers, $1 less. Short sessions in the rural school districts produced a decrease in the average length of term, although city and village schools were taught from 150 to 200 days. State and county taxes were increased during the decade, the former from 10 to 15 cents on each $100 of taxable property ; the latter varied somewhat, but, from a maximum of 50 cents in 1871, reached 80 cents in 1879. Frequent changes in teachers PRESENT EDUCATIONAL CONDITION. LY and county superintendents hindered progress in a measure, yet so marked was the advance that an increase has taken place since 1872-73 of 5,488 in youth of school age, of 3,879 in enrolment, of $106,602 in the estimated value of school property, of $61,179 in receipts, and of $55,643 in expenditure for school purposes. DAKOTA. Dakota statistics are so imperfect for 1879-’80 that fair comparisons can scarcely he made. Some of the largest counties failed to report ; others sent only partial returns. As the figures stand, there was decrease in everything except receipts and expendi¬ tures. In these, notwithstanding the decrease in 1879 from 3 to 2 mills on the dollar in the general school tax, the increase stood $43,261 in receipts and $48,524 in expen¬ diture. From this it is probable that full reports would have shown growth instead of decline, as at present indicated. Taking the imperfect statistics of 1879-’80 as a basis, there was, since 1871-72, an advance of 8,084 in youth of school age, of 6,069 enrolled, of 174 teachers, of $90,700 in receipts, and of $90,280 in expenditures. The average monthly pay of men decreased, however, $28.30; that of women, $10.10. Little has been done to further secondary and superior instruction. A high school at Yankton reported a 4 years’ course, 49 pupils enrolled, and 11 pupils, the fourth graduating class, receiving diplomas in 1880. No attempt has yet been made to establish colleges, universities, or professional schools. DISTRICT OF COLUMBIA. The District of Columbia had in 1879- 80 an increase of 1,309 in public school en¬ rolment over the previous year and one of 1,149 in average attendance, to meet which were 23 more school-rooms seating 1,100 more pupils, and 31 more teachers. The sum of $96,957 was added to the school income, 4 days were added to the school term, and $21,641 to the value of school property. For the ten years ending in 1880, there was an additional enrolment only 605 short of an increase of school youth reaching 11,887, and an additional average attendance only 1,511 short of the same. The number of sittings increased by 8,526 ; the teachers, by 202 ; the expenditure for public schools, by $65,032 ; the value of school property, by $456,355 ; but the school term was shortened 7 days. Private schools only barely held their own, but charitable and special schools took in and trained almost all that the public schools did not, while normal, collegiate, and professional education flour¬ ished. A college for deaf-mutes and a school for nurses, among others, gained large favor. IDAHO. Idaho, with only 404 more school youth in 1879-80, enrolled 1,162 more pupils in public schools, and expended $18,812 more upon these, increasing the number of its public schools considerably. From 1870-71 to 1879-’80 it gathered into its schools 1,444 more than the additional 4,408 youth of school age, had 127 more schools, raised $33,235 more for school pur¬ poses, and expended $19,809 more. INDIAN TERRITORY. The Five Nations, though with better organized schools than previously, either had not as many youth in school or made less perfect report of those enrolled, show¬ ing 152 less than in 1878-79 and giving no indication of the number of the teachers, unless 29 more day schools implied so many more to teach them. The other regions inhabited by the red race showed 47 more youth enrolled and 163 more ordinarily present in 3 more schools with 62 more teachers. Among these schools were several in the West and at least 4 in the East where youth of both sexes, separated from the reactionary influences of their homes, were trained by teachers of the highest skill in useful industries and ordinary studies, with the happiest results on their mental, moral, and physical condition. LYI REPORT OF THE COMMISSIONER OF EDUCATION. For tlie ten years from 1870-’71 there was among all Indians outside of Alaska an increased attendance of 3,580 in schools of some kind under 118 more teachers, the organization of the schools in general improving and the instruction becoming appar¬ ently more practical, more interesting, and hence more useful. MONTANA. While the number of youth of school age was greater by 1,185 in 1879-’80 than the previous year, only 61 more were enrolled in public schools and 298 fewer were in av¬ erage attendance. The value of school property and number of houses and of schools (including graded schools) fairly increased, but there was a decrease of 9 days in the average length of term, a consequence of insufficient school funds. These, however, increased considerably during the year, as did the pay of teachers, men receiving $5. 50 a month more and women $4.21 more. The showing is much better for the eight years beginning in 1872-’73, prior to which statistics do not reach. Since then there has been a large and constant increase in most points indicating progress ; school population and enrolment more than doubled, while the average attendance nearly trebled. The number of teachers employed and of schools taught Avas nearly double, and the value of school property more than five times as much as in 1872-’73. The school term was 13 days longer ; the average monthly pay of men teaching, $3.23 greater, but that of women less by $12, while the income for public schools more than doubled, going from $33,161 to $78,730. NEW MEXICO. New Mexico made no report to the Bureau for 1879-’80, and it seems doubtful whether any was made, according to its school law, to the poorly paid school officer who is required to make such reports, through its board of education, to the governor and territorial legislature. For the whole decade ending with that year there were, indeed, but 3 different re¬ ports of schools presented to the outside world through the voluntary action of the territorial secretary, except the statistics of the United States census of 1870, which showed that in that year only about 1 youth in 16 of school age was attending school at all, and that only 188 of these were in the 5 schools termed public schools. The remaining 1,610 under instruction were all in 39 private or church schools. In 1874 the schools reputed public (though most of these were really church schools) had come to be 116, with 4,694 pupils, 39 other schools enrolling 1,158. In 1875 the first named reported 5,151 pupils; the others, 1,359. In 1876 the pupils in the former were 6,285; in the latter, 1,544. UTAH. Utah, whose schools, like those of New Mexico, take very much the cast of the relig¬ ion dominant in the Territory, throughout the decade furnished full reports. These showed for 1879-?80 a total of 1,202 more pupils (out of 5,743 more of school age) in territorial schools, the average attendance coming close up to the enrolment. The term of instruction, however, was shorter by 11 days ; school property decreased $21,262 in ATalue. For the whole decade there was an additional enrolment of 7,334 in territorial schools and an additional aArerage attendance of 4,359 out of 11,935 more of school age, the teachers in these schools (which alone reach through the ten years) being 159 more. The school term was 24 days shorter. The income and expenditure for schools, about $5,000 more in the ten years, did not quite keep pace with the advance in school attendance. WASHINGTON. Washington Territory presents for the first and last years of the decade only the imperfect statistics of census takers, who, in a wide and sparsely settled region, evi¬ dently reached only a part of the population and the schools. As far as these show anything, they indicate an increase of some 16,000 in youth to be instructed, of from EDUCATION OF THE COLORED RACE. LVII 5,000 to 7,000 in school attendance, of perhaps 300 in the number of the territorial schools, and of about as many in the number of the teachers in these, with propor¬ tionate increase in funds for all school purposes. WYOMING. Wyoming meets us with like difficulties of comparison, increased by wider blanks in the reports presented and the absence of a school report of any kind for 1879-’80 up to the time at which this goes to press. All that can be said, in these circumstances, can be only general in character, and amounts to only this : that public school enrol¬ ment has increased within the decade by somewhere about 2,000; that, through the excellence of schools in the well settled districts, average attendance appears to have increased in larger ratio; and that the foundations of a good school system are said to have been well laid. COMPARATIVE STATISTICS OF EDUCATION IN THE SOUTH. Table showing comparative population and enrolment of the white and colored races in the public schools of the recent slave States, with total annual expenditure for the same in 1880. States. White. Colored. Total expenditure for both races, a rt o ■§ 75 o ft ”0 o A o zn Enrolment. Percentage of the school population enrolled. School population. Enrolment. Percentage of the school population enrolled. Alabama . 217, 590 107, 483 49 170, 413 72, 007 42 $375, 465 Arkansas . 6181, 799 c53, 229 29 654, 332 cl7, 743 33 238, 056 Delaware . 31, 505 25, 053 80 3, 954 2, 770 70 207, 281 Florida . .646, 410 cl8, 871 41 642, 099 c20, 444 49 114, 895 Georgia . <2236, 319 150, 134 64 <2197, 125 86, 399 45 471, 029 Kentucky . €478, 597 c241, 679 50 e66, 564 c23, 902 36 803, 490 Louisiana . cl39, 661 <244, 052 32 cl34, 184 <234, 476 26 480, 320 Maryland . /213, 669 134, 210 63 /63, 591 28, 221 44 1, 544, 367 Mississippi . 175, 251 112, 994 64 251, 438 123, 710 49 830, 704 Missouri . 681, 995 454, 218 67 41, 489 22, 158 53 3, 152, 178 North Carolina . 291, 770 136, 481 47 167, 554 89, 125 53 352, 882 South Carolina . p83, 813 61, 219 73 pl44, 315 72, 853 50 324,629 Tennessee . 403, 353 229, 290 57 141, 509 60, 851 43 724, 862 Texas . hi 71, 426 138, 912 81 h62, 015 47, 874 77 753, 346 Virginia . 314, 827 152, 136 48 240, 980 68, 600 28 946, 109 West Virginia . 202, 364 138, 779 68 7,749 4, 071 53 716, 864 District of Columbia . 29, 612 16, 934 57 13, 946 9, 505 68 438, 567 Total . 3, 899, 961 2, 215, 674 1, 803, 257 784, 709 1 12, 475, 044 a In Delaware and Kentucky the school tax collected from colored citizens is the only State appro¬ priation for the support of colored schools ; in Maryland there is a biennial appropriation by the legislature ; in the District of Columbia one-third of the school moneys is set apart for colored public schools ; and in the other States mentioned above the school moneys are divided in proportion to the school population without regard to race. 6 Several counties failed to make race distinctions, c Estimated. d In 1879. e For whites the school age is 6-20 ; for colored, 6-16. /Census of 1870. pin 1877. h These numbers include some duplicates; the actual school population is 230,527. LVIII REPORT OF THE COMMISSIONER OF EDUCATION. Statistics of institutions for the instruction of the colored race for 1880. Name. Location. M © o Ph a NORMAL SCHOOLS. Bust Normal Institute . - . State Normal School for Colored Teachers . Lincoln Normal University . Emerson Institute . Alabama Baptist Normal and Theological School . . Normal department of Talladega College . Southland College and Normal Institute . State Normal School for Colored Students . Normal department of Atlanta University . Haven Normal School . . Normal department of Berea College . . . Normal department of Straight University . Peabody Normal School . & . Baltimore Normal School for Colored Teachers Centenary Biblical Institute . Natchez Seminary . Tougaloo University and Normal School . Lincoln Institute . State Normal School for Colored Students . Bennett Seminary . Whitin Normal School . St. Augustine’s Normal School . Shaw University . Normal School . Institute for Colored Youth . Avery Normal Institute . Normal department of Brainerd Institute . Claflin University, normal department . Fairfield Normal Institute . The Warner Institute . . Knoxville College . . . Ereedmen’s Normal Institute . Le Moyne Normal Institite . Central Tennessee College, normal department Nashville Normal and Theological Institute . Normal department of Fisk University . Tillotson Collegiate and Normal Institute . State Normal School of Texas for Colored Students. Hampton Normal and Agricultural Institute e . St. Stephen’s Normal School . Storer College . Miner Normal School . Normal department of Howard University . Normal department of Way land Seminary . Total . Huntsville, Ala . Huntsville, Ala . Marion, Ala . Mobile, Ala . Selma, Ala . Talladega, Ala . Near Helena, Ark . Pine Bluff, Ark . Atlanta, G-a . Waynesboro’, Ga . Berea, Ky . New Orleans, La . New Orleans, La . . Baltimore, Md . Baltimore, Md . Natchez, Miss . Tougaloo, Miss . Jefferson, Mo . Fayetteville, N. C . Greensboro’, N. C . Lumberton, N. C . Ealeigh, N. C . Baleigh, N. C . Wilmington, N. C . Philadelphia, Pa. ...... Charleston, S. C . Chester, S. C . Orangeburg, S. C . Winnsboro’, S. C . Jonesboro’, Tenn . Knoxville, Tenn . Maryville, Tenn . Memphis, Tenn . Nashville, Tenn . Nashville, Tenn . Nashville, Tenn . Austin, Tex . Prairie Yiew, Tex . Hampton, Ya . Petersburg, Ya . Harper’s Ferry, W. Ya. Washington, D. C . Washington, D. C . Washington, D. C . Meth. Cong. Bapt . Cong. Cong. Meth. Cong. Cong. M.E . Bapt . Cong. M.E. P.E. Bapt Friends Cong.... Presb . . M.E ... Presb . . Presb . . Friends . Cong.... M.E .... Bapt Cong.... Cong. P.E.. Non-sect . Bapt . a3 2 (&) 5 2 a4 c4 (d) a235 125 234 304 200 50 239 126 224 200 (6) 232 43 al90 cll8 ( d ) 4 197 4 97 3 106 4 125 3 55 a4 a81 a 5 al92 4 128 291 9 440 3 20 a3 alG7 4 360 3 154 14 82 13 211 8 254 6 173 6 205 6 166 a3 al58 a3 a49 cCO c354 8 370 5 245 a5 «19 4 95 6 94 227 7, 408 a In 1879. & Included in university and college report, c For all departments. <2 No separate report for this department; see under institutions for secondary instruction, next page, eln addition to the aid given by the American Missionary Association, this institute is aided from the income of Virginia's agricultural college land fund. EDUCATION OE THE COLORED RACE, LIX Statistics of institutions for the instruction of the colored race for 1880 — Continued. Name. Location. A d a .2 fl ^ o P5 fl 00 Eh O O ri 03 q w Students. Non-sect . . 2 216 Cong . 6 142 M. E . 2 60 M. E . 4 175 Bapt . 2 91 M. E . 6 169 Cong . a5 a528 Cong . ad a66 M. E . aA al40 Cong . 3 150 Non-sect .. 5 229 M. E . 3 100 R. C . 80 R.C . 3 30 R.C . 60 R.C . a50 M. E . 2 100 Bapt . 6 112 Presb . 7 181 Cong . ad al49 Cong . Non-sect. 3 65 Non-sect . . 8 266 P.E . Presb . 06 «433 Presb . 5 6306 Bapt . 10 196 Cong . 1 75 Meth . 2 104 M. E . 3 101 M.E . 3 216 U. Presb 4 245 U. Presb . . 3 251 Bapt . 4 94 Bapt . 2 57 120 5, 237 Cong . cl2 48 Cong . cl 3 a6180 Bapt . c5 cl48 M. E . a5 o92 Cong . 7 28 M. E . 5 223 Non-sect . . 9 123 Presb . 8 140 M. E . al5 acl50 Presb .... 13 161 M. E . alO a!65 INSTITUTIONS FOR SECONDARY INSTRUCTION. Trinity Normal School . Lowery’s Industrial Academy . Talladega College . Walden Seminary . Cookman Institute . Florida Institute . Clark University . Storrs School . Howard Normal Institute . La Grange Seminary . Lewis High School . Beach Institute . La Teche Seminary . Day School for Colored Children . St. Augustine’s School . St. Mary’s School for Colored Girls . . St Francis’ Academy . Meridian Academy . Natchez Seminary . Scotia Seminary . Washington School . Williston Academy . Albany Enterprise Academy . Polytechnic and Industrial Institute. High School for Colored Pupils . Wallingford Academy . Brainerd Institute . Benedict Institute . Brewer Normal School . West Tennessee Preparatory School. West Texas Conference Seminary . . . Wiley University . School of the Bluestone Mission . Thyne Institute . [Richmond Institute . Indian University . Total . „ . Athens. Ala . Huntsville, Ala . Talladega, Ala. . Little Rock, Ark . Jacksonville, Fla . Live Oak, Fla . Atlanta, Ga . Atlanta, Ga . Cuthbert, Ga . La Grange, Ga . Macon, Ga . Savannah, Ga . La Teche, La . New Orleans, La . New Orleans, La . . New Orleans, La . Baltimore, Md . Meridian, Miss . Natchez, Miss . Concord, N. C . [Raleigh, N. C . Wilmington, N. C . Albany, Ohio . Bluffton, S. C . Charleston, S. C . Charleston, S. C*. . . Chester, S. C . Columbia, S. C . Greenwood, S. C . Mason, Tenn . Austin, Tex . Marshall, Tex . Abbyville, Va . Chase City, Va . Richmond, Va . Tahlequah, Ind. Ter _ UNIVERSITIES AND COLLEGES. Atlanta University . Berea College . Leland University . New Orleans University . Straight University . Shaw University . Alcorn University . Biddle University . Wilberforce University . Lincoln University . Claflin University and College of Agriculture. Atlanta, Ga . . Berea, Hy . New Orleans, La . New Orleans, La . New Orleans, La . Holly Springs, Miss. . . . Rodney, Miss . Charlotte, N. C . Wilberforce, Ohio . Lincoln University, Pa Orangeburg, S. C . a In 1879. 6 Includes normal students. c For all departments. LX REPORT OF THE COMMISSIONER OF EDUCATION. Statistics of institutions for the instruction of the colored race for 1880 — Continued. Name. Universities and colleges— Continued. Central Tennessee College . . Fisk University . . . Hampton Normal and Agricultural Institute . Howard University 6 . . Total . SCHOOLS OF THEOLOGY. Alabama Baptist Normal and Theological School . Theological department of Talladega College . Institute for the Education of Colored Ministers. . Atlanta Baptist Seminary . Theological department of Leland University . Theological department of Straight University . . . Centenary Biblical Institute . Theological department of Shaw University . Natchez Seminary . Theological department of Biddle University . Bennett Seminary . Theological department of Shaw University . Theological Seminary of Wilberforce University . Theological department of Lincoln University. . . . Benedict Institute . . Baker Theological Institute (Claflin University) . Nashville Normal and Theological Institute . Theological course in Eisk University . Theological department of Central Tennessee Col¬ lege. Richmond Institute . Theological department of Howard University _ Wayland Seminary . Total . SCHOOLS OF LAW. Law department of Straight University . Law department of Central Tennessee College. Law department of Howard University . Total . . . SCHOOLS OF MEDICINE. Meharry Medical Department of Central Tennessee College. Medical department of Howard University . Total . SCHOOLS FOR THE DEAF AND DUMB AND THE BLIND, Institution for Colored Blind and Deaf-Mutes . North Carolina Institution for the Deaf and Dumb and the Blind (colored department). Total . - . Location. Nashville, Tenn. . . Nashville, Tenn. . . Hampton, Va . Washington, D. C . Selma, Ala . Talladega, Ala . Tuscaloosa, Ala . Atlanta, Ga . New Orleans, La . New Orleans, La . Baltimore, Md . Holly Springs, Miss . Natchez, Miss . Charlotte, N. C . Greensboro’, N. C . Raleigh, N.C . Wilberforce, Ohio . Lincoln University, Pa . Columbia, S. C . Orangeburg, S. C . Nashville, Tenn . Nashville, Tenn . Nashville, Tenn . Richmond, Va .... Washington, D. C . Washington, D. C. New Orleans, La.. Nashville, Tenn . . Washington, D. C Nashville, Tenn . Washington, D. C . Baltimore, Md Raleigh, N.C .. ® --i p -e o a £ Number of days schools were taught. 1 2 3 4 5 6 7 8 Norfolk, Ya . 21, 966 5-21 6, 695 7 1, 320 26 191 Petersburg, Va* . 21, 656 5-21 7, 417 5 1, 808 28 172 Portsmouth, Ya . 11, 390 5-21 3, 210 1 14 Richmond, Ya . 63, 550 5-21 21, 536 12 5, 840 129 188 Appleton, Wis . 8, 005 4-20 2, 897 8 1, 800 28 178 Fond du Lac, Wis . 13, 091 4-20 5, 482. 17 2, 800 46 200 Janesville, Wis . . 9, 018 4-20 3, 386 10 1, 801 36 178 La Crosse, Wis . 14, 505 4-20 4,070 10 2, 100 42 199 Madison, Wis . 10, 325 4-20 3,517 9 1,750 34 180 Milwaukee, Wis . 115, 578 4-20 37,742 25 12, 978 239 j 200 Oshkosh, Wis . 15, 749 5-20 5, 874 10 3, 500 53 200 Racine, Wis . 16, 031 4-20 5, 858 8 2, 500 46 200 Watertown, Wis . 7, 883 4-20 3, 483 5 1, 200 22 198 Georgetown, D. C d ... ) V > 159, 885 6-17 27, 142 57' 13, 260 259 193 Washington, D. C d ... | Total . 10, 700, 800 2, 661, 498 4,042 1,029,616 29, 264j * From Report of the Commissioner of Education for 1879. a In 1878. b Assessed valuation, c Includes cost of supervision. CITY SCHOOLS, LXXIX statistics of cities, tyc, — Continued. Pupils. Estimated cash value of taxable property in the city. Estimated real value of property used for school purposes. Tax for school purposes on assessed valuation — mills per dollar. Total receipts. Expenditures. Average expen¬ ses per capita of daily aver¬ age attend¬ ance in public schools. a j ® £ ja § S X 4s S 5 cs ■ 1-S .g 1c d Permanent improve¬ ments. Teachers’ salaries. Total expenditures. , I 5 !§ i If 0 © r (3 1 M 1 Incidental expenses. 11 12 13 14 15 1© 17 18 19 20 550 $9, 674, 451 . $59, 000 . $19, 546 $734 $12, 825 $16, 214 1, 000 59, 500 14, 571 11, 836 14, 568 819 a2, 948, 478 alO, 500 9, 690 451 7, 520 9, 640 3, 500 39, 766, 706 259,603 17. 25 108, 441 8,947 45, 671 83, 802 $10 95 $2 21 316 60, 800 22, 886 1, 115 11, 927 16, 492 500 &3, 412, 120 125, 110' 6 23, 363 771 16, 825 22, 499 11 36 I 2 77 250 3,000,000 96, 500 5 21, 059 125 12, 543 18, 651 10 13 j 4 05 500 6, 000, 000 83, 400 8.9 31, 675 3, 600 c23, 000 26, 600 6, 000, 000 103, 500 4 21, 613 655 cl5, 658 23, 305 7, 392 &56, 857, 854 696, 588 3.3 301, 638 cl70, 331 234, 706 15 70 2 40 1, 000 hi, 6S6, 310 130, 600 43, 052 10, 376 20, 255 35, 785 1, 034 7, 911, 330 80, 820 . 3 35, 805 7, 338 20, 425 32, 574 13 12 2 46 770 2, 000, 000 37, 500 5. 5 16, 311 625 9, 053 11, 785 12 22 2 84 5,481 81, 377, 253 860, 150 . 0428, 936 45, 502 164, 647 e391, 294 13 94 5 63^ 406, 685 js, 221, 237, 390 88, 914, 413 . |27, 489, 304^2, 121, 639 16, 340, 131 25, 074, 360 . | d These statistics are for white schools only ; for those in which colored schools are included, Table I, pp. 406-413. e Includes proportion paid to colored schools. 230 231 232 233 234 235 236 237 238 239 240 241 242 243 244 see LXXX REPORT OF THE COMMISSIONER OF EDUCATION. Table II. — Average expenses per capita of daily average attendance in city public schools. Cities. Por instruction and supervision. Por incidental ex¬ penses. Cities. For instruction and supervision. Por incidental ex¬ penses. $25 88 $8 93 Terre Haute, Tnd . $14 75 $2 69 24 61 9 12 Indianapolis, Ind 14 74 4 65 23 12 5 85 Troy, N. Y . 14 69 4 25 23 00 11 00 Lockport, N. Y . . . 14 68 4 47 22 95 5 84 ! Eocbester, N. Y 14 66 3 89 22 93 4 68 ! Loup- Island Citv, N. Y _ 14 57 4 86 ’ . 22 70 4 53 1 ! Meriden, Conn _ _ _ _ 14 48 2 13 20 58 5 93 Coboes, N. Y . . 14 25 6 94 20 37 6 14 Dubuque, Iowa . 14 22 4 37 New York, N. Y . 20 26 3 90 | Taunton, Mass _ 14 21 3 98 20 24 3 62 i Newark, N. J . 14 08 3 66 20 17 2 12 Ottumwa, Iowa . . . . . 14 02 3 29 Cambridge, Mass . 19 88 3 56 Utica, N. Y . . . 13 97 4 40 19 86 4 63 j Georgetown, D. C . . y Buffalo, N. Y . 19 75 3 63 Washington, D. C . i 13 94 5 63 19 57 Manchester, N. H _ _ 13 93 4 32 19 34 5 60 j Lynchhurp-, Va, _ 13 88 2 97 Cbicopee, Mass . . , . 19 00 Chicago, HI . . . . - 13 75 3 21 St. Paul, Minn . . 18 26 5 28 Portland, Me . . . 13 72 4 38 Newport, R. I . 18 25 2 59 Lynn Mass 13 71 4 19 Holyoke, Mass . 17 72 6 54 Newburgh, N. Y . 13 55 2 27 New Haven, Conn . . 17 44 Hornellsville, N. Y . 13 47 2 39 Zanesville, Ohio . 17 24 5 53 Nashville, Tenn . 13 38 1 88 Colnmbns, Ohio _ _ 16 94 4 69 Grand Rapids, Mich . . . 13 36 3 03 Denver, Colo . 16 89 5 56 Woburn, Mass . 13 29 3 57 Port Wayne, Xnd . 16 81 3 63 Tiffin, Obio . 13 24 4 28 Davenport, Tnwa _ 16 68 2 82 Memphis, Tenn . . 13 16 Des Moines, west side, Iowa ..... 16 65 6 53 Dover, N. H . 13 14 3 17 Baltimore, Md . 16 21 4 13 Racine, Wis . 13 12 2 46 Minneapolis, Minn _ _ _ _ 16 18 3 04 Norristown, Pa . . . 13 05 4 90 Premont, Obio . . . . 16 00 4 26 Elmira, N. Y . . . . 13 00 3 68 Burlington, Iowa . . 16 00 4 25 Pittsfield, Mass . 12 95 4 45- Haverhill, Mass. _ 15 98 5 19 Poughkeepsie, N. Y . .'. 12 95 4 20 Cleveland, Obio . . . . . 15 83 3 51 Detroit, Mich . . . . ... _ 12 92 3 65 Pitcbburg Mass 15 74 4 32 Hamilton Ohio .......... _ _ 12 87 4 03- Springfield, Mass _ _ 15 71 4 58 Allegheny, Pa . . . . 12 85 1 58 Milwaukee VV is . . 15 70 2 40 Pri e Pa, _ _ _ _ _ 12 80 3 83 Conneil Bluffs, Towa, _ .. 15 69 4 66 New Orleans, La . . . . 12 80 3 03 Albany, N. Y . . . 15 62 3 95 Stillwater, Minn . . . 12 79 9 20 Somerville, Mass . . . 15 61 4 27 New Brunswick, N. J . 12 78 2 09 St. Louis, Mo . . al5 60 a2 04 Binghamton, N. Y . . 12 75 2 12 Malden, Mass _ _ _ _ 15 30 5 34 Saratoga Springs, N. Y . . 12 70 3 18 Jacksonville, Ill ... 15 24 3 11 Bridp'eport, Ormn _ _ _ _ 12 68 4 57 Springfield, Obio . . . . 15 14 3 57 Auburn, N. Y . . .... _ 12 61 3 68 Kino-ston N. Y 15 11 1 35 Ba.y Oity, Mieh _ _ 12 60 6 91 Worcester Mass . . . . 14 97 3 60 Logansport, Ind . . . 12 55 3 24- Trenton N.T . .. _ _ 14 81 3 65 Toledo, Ohio _ 12 53 2 78- Brooklyn, N. Y . 14 81 Keokuk, Iowa . 12 50 a Based on average number belonging. CITY SCHOOLS. LXXXI Table H. — Average expenses per capita of daily average attendance, fa. — Continued. Cities. Elgin, Ill . Portsmouth, Ohio — jSan Antonio, Tex Syracuse, IT. Y . W atertown, Wis . . . . Louisville, Py . Pome, N. Y . Muskegon, Mich. . . . Harrisburg, Pa . Lewiston, Me . St. Joseph, Mo . Elizabeth, N. J - East Saginaw, Mich. Ottawa, HI...... . Augusta, Me . Ann Arbor, Mich . . . Meadville, Pa . Akron, Ohio . Decatur, Ill . Sandusky, Ohio . Mansfield, Ohio . Paterson, 1ST. J . „ _ Galesburg, Ill . . Pond du Lac, Wis ... . Pock Island, Ill . . Ithaca, N. Y . Northampton, Mass. . Danville, HI . Quincy, Ill . Wilmington, Del _ Topeka, Pans _ Little Pock, Ark _ Canton, Ohio . . Richmond, Ya _ _ Gloucester, Mass .... Alexandria, Ya . . Eor instruction and supervision. For incidental ex¬ penses. Cities. For instruction and supervision. <0 a 2 gj si 3 a J ^ £ $12 41 $2 99 Steubenville, Ohio . . $10 73 $2 92 12 40 2 60 Saginaw, Mich . 10 73 2 38 12 37 1 27 Ironton, Ohio _ _ _ 10 65 2 44 12 35 2 56 Williamsport, Pa . 10 50 3 87 12 22 2 84 Belleville, HI . . 10 47 3 57 12 19 2 45 Newport, Py . . . 10 40 1 S7 12 15 2 55 Philadelphia, Pa . 10 16 3 54 12 05 3 62 Janesville, Wis . 10 13 4 05 12 05 2 81 Pockford, Ill . . . 10 00 2 00 12 05 3 38 South Bend, Ind . . . 9 90 5 49 12 02 3 88 Hannibal, Mo . - . 9 73 2 37 12 01 3 60 Paducah, Py . . 9 67 2 79 12 00 4 87 Chattanooga, Tenn . 9 61 1 87 12 00 2 25 Scranton, Pa . 9 60 3 07 12 00 Anhnm, Me _ _ _ 9 60 2 95 11 90 2 91 Marlborough, Mass . 9 47 3 27 11 90 1 84 Lebanon, Pa . 9 43 2 10 11 86 3 97 Oswego, N. Y . - . 9 42 2 40 11 80 York Pa . .... _ .......... _ 9 33 11 56 3 53 Rnnonr Me _ _ 9 17 11 50 4 08 Leavenwoith, Pans . 8 73 1 67 11 40 3 03 Columbus, Ga . 8 50 1 61 11 40 2 43 Shamokin Pa _ .... _ _ _ 8 46 11 36 2 77 Reading, Pa . 8 35 3 70 11 35 4 53 Rockland, Me . . . 8 22 1 89 11 35 2 89 ' ! Pey West Fla 8 00 11 35 2 82 Altoona, Pa . 7 62 2 01 11 33 1 76 Allentown Pa _ _ 7 33 11 29 2 80 Danville, Ya . . . 7 14 1 14 11 26 3 39 Frederick, Md . 6 87 1 87 11 24 Shenandoah, Pa _ .............. 6 37 2 30 11 00 3 21 Carbondale, Pa . . . . ' 5 83 1 02 10 95 3 10 Pittsburgh, Pa . ($17 10) 10 95 2 21 Pnoxville, Tenn - . .,. . (13 18) 10 82 3 63 (11 84) 10 82 2 55 1 j Nashua, N. H . . . About one-sixth of the whole school population, one-tenth of all the teachers, and more than one-fourth of all the annual school expenditure reported for the entire country are included in the cities represented in Table II. The student of civil administration finds the municipal systems of the United States more defective, more assailed, and doubtless requiring greater efforts to reform them than any other part of our civil machinery. Fortunately, and to the credit of school officers, our city sphool affairs are in the main well systematized, the department of education forming an important feature in municipal administration. The department includes prima¬ rily a board of education, which is variously constituted in different cities. In some cases the members of the board are elected directly by the people or by ward school directors, who are themselves elected by the people. In a few cities the boards are E — VI LXXXII REPORT OF THE COMMISSIONER OF EDUCATION. appointed by the mayor, and in the District of Columbia, by the Commissioners. The powers of the school boards are in some instances restricted to the care and manage¬ ment of the public schools, while in others they extend to the charge of school funds. In a considerable number of cities where the principles of the so-called Akron school law have been adopted, the board or committee determine the amount of school tax to be levied within the limit of the rate fixed by law. WOMEN ON SCHOOL BOARDS. The election of women as members of city school boards is a noteworthy feature of the history of the decade. In 1873, four women having been elected by the citizens of Boston to serve upon the school committee, the question of their eligibility was raised, and continued to excite discussion for more than a year. The supreme court finally deciding that they were not eligible under existing statutes, the legislature passed an act removing the disability. As a result, women not only have a place upon the Boston committee, but also upon numerous other local school committees in the State. The division of the boards into subcommittees, with specific duties, gives opportunity for directing the influence of women to those particulars of government and instruction for which they are best adapted ; so that their presence is the intro¬ duction of a new force ; in other words, it is in the line of progress. SERVICE AND QUALIFICATIONS OF SCHOOL BOARDS. The members of the school boards serve without salaries, but expenses incurred in the discharge of their trusts are met by appropriations from the public school funds. The qualifications for membership in the boards of education or school committees have not been considered with sufficient care throughout the country. Here and there the standard of qualification is high, and the result is the selection of members eminently fit for their important responsibilities; but information collected at this centre makes evident the fact that too many persons seek positions in these boards who have neither proper qualifications for the office nor a just appreciation -of its responsibilities; they are animated by the desire of securing some selfish end regard¬ less of the good of the school children or the public welfare. It is essential that the friends of the schools and of good order in every city should understand the impor¬ tance of the trust committed to boards of education. To their lack of capacity, information, or good purpose may be traced the erection of unsuitable buildings, the introduction of faulty or imperfect systems of ventilation and heating, the selection of inferior superintendents, the employment of poor teachers, or the interference with teachers and superintendents who may be most fit and worthy. If school expendi¬ tures are extravagant or misdirected, the evil, as a rule, may be traced to some unworthiness in the school board or committee. No man is too able, too eminent, or too good to assume these responsibilities. SUPERINTENDENTS. The executive officer of education in nearly all the cities represented in Table II is the superintendent, who is generally appointed by the board of education. The superintendents are salaried officers, and it is a cause of congratulation that, with few exceptions, they are men of superior ability and special adaptation to the work of school supervision. The growth of the idea of supervision (or, as it is termed in other countries, in¬ spection) has been frequently considered in these reports. Undoubtedly the duties of sux3ervision require a person of the rarest excellence. How much does he need to know (1) of the subjects taught; (2) of the nature of the child and of child growth, physical, mental, moral ; and (3) of the relation of school work to all other instru¬ mentalities which affect the life of school children ? How necessary that he should be able to come fully up to his responsibilities and not go beyond them ? How thor¬ oughly must he understand the lessons that come from the personal and general CITY SCHOOLS. LXXXIII experience of his own city, and be able by breadth of observation and study in his own and other countries to avail himself of the hints and suggestions from the experience of Others ? He must, moreover, in this world of mutual responsibility, by his reports and otherwise, be able to make contributions for the benefit of other cities and other educators. On no question touching school affairs can he be considered an outsider. If the engineer, or the architect, or the physician, or the lawyer, or any other profes¬ sional man needs special qualifications and encounters responsibilities in his vocation, the same is true of the superintendent in a preeminent degree. Twelve cities report one or more assistant superintendents. In a number of cities which do not report such assistants the grammar masters, or supervising principals as they are sometimes called, perform the duties of supervision, teaching in their school rooms but a few hours each week. No assistant superintendent is reported for Bos¬ ton, but the committee employ a corps of supervisors, who so far have not been sub¬ ject to the direction of the superintendent, thus presenting the mischievous anomaly of a double headed supervision. Philadelphia is the only large city in the United States having no superintendent. In reference to this deficiency Hon. Edward T. Steel, the able president of the board, pointedly observes : Why the city of Philadelphia has referred its schools to the spontaneous sagacity of. a management coming and going at the caprice of ward nominating conventions, is a question for the citizens to consider. Again he justly says, recalling his emphatic statement of the pressing need of super¬ intendence in his report for 1879 : I feel constrained to call your attention again to this subject, inasmuch as such su¬ pervising aid is absolutely essential in the method of uniting the schools for vigorous nod harmonious work. The employment of superintendents by so large a majority of the cities indicates general agreement as to the necessity of the office. The expense causes a delay in the creation of the office in some of the smaller cities where its importance is fully recog¬ nized. An examination of the column of cost of supervision, Table II, appendix, will show how small this item is as compared with total expense. When it is considered further that in all human affairs returns from investments increase in proportion to the wisdom, skill, and integrity with which the affairs are systematized and controlled, an argument for the immediate employment of superintendents may be based on the score of economy. Qualifications for the office will naturally vary somewhat with local conditions. Nearly all city superintendents are graduates of institutions for superior instruction, and a large number have acquired in active service the special training which is de¬ manded. Experience has thus supplied us with a standard of qualification for this office. It requires (1) that liberal education which by common consent is the basis of professional training; (2) instruction and training directed to the special duties of the office, which in*other departments of applied knowledge are furnished by pro¬ fessional schools and courses. ATTENDANCE AND SCHOOL POPULATION. Comparing the whole school population in the summary of Table n with the entire enrolment in public schools and the estimated enrolment in private schools, it ap¬ pears that 21 per cent, of the school population are not under instruction. The proportion of these who are in danger of growing up in ignorance and vice is greatly reduced by the number above six years of age, who are yet, in the opinion of their parents, too young to be sent to school, and the number above twelve who are neces¬ sarily put to work to aid in the support of the family. By reference to Table II in the appendix it wdll be seen that the vast majority of those enrolled in the public schools are in the primary and grammar grades. If the figures could be extended into these details it would appear that the enrolment and average attendance between the LXXXIV REPORT OF THE COMMISSIONER OF EDUCATION. ages of sis and twelve approach much nearer the school population between those ages than is the case for the years between twelve and sixteen. With all proper allowance, however, there is enough truancy and absenteeism in the cities to excite alarm. CONDUCT OF ELEMENTAL V INSTRUCTION. The reports show remarkable uniformity in the conduct of elementary instruction, namely, that which precedes the high school. It comprises generally eight grades, each grade corresponding to one year. Four of the grades are classified as primary and four as grammar school.1 The programmes of studies for these grades do not differ materially in the principal cities. They include reading, writing, English language, arithmetic, geography, his¬ tory and Constitution of the United States, grammar and composition, physics or physiology, music, drawing, and oral or object lessons. In addition to these branches English history or outlines of general history and elements of algebra are included in some cities. Sewing is a regular exercise in the fourth, fifth, and sixth grades of the girls’ grammar school in Boston, and in a number of western cities German is taught to those children whose parents desire it. “ English language,” as used in the programmes, is a comprehensive expression, including spelling, word analysis, defini¬ tions, and practice in the correct use of oral and written language. Oral or object lessons cover a variety of subjects pursued in a somewhat desultory manner in some cities and in others according to a well devised plan. The branches thus provided for may be classified under the heads of natural science, morals, and behavior. The average age at which pupils complete the course of study here outlined appears to be fourteen years, which is the age at which compulsory attendance ter¬ minates in German-speaking countries. Examinations of all these schools are held at stated times, annually, semiannually, or quarterly, and in many cases the examinations are set forth in tliejreports with suf¬ ficient fulness to enable any one who will study them to form a correct judgment as to the instruction imparted. The most important fact in the recent history of city schools is the increased atten¬ tion given to the primary classes. The disposition is everywhere manifest to fix a reasonable limit to the number of children assigned to one teacher, to appoint and retain teachers for these primary grades who can adapt themselves easily to the child’s nature, to impose less constraint upon the natural activities of childhood, to retain pupils fewer hours in confinement (in some of the best systems not more than three hours a day), to cultivate the perceptive faculties, and to unfold the intuitions. The average number of children to one teacher is about sixty, but it is generally conceded that the number should not exceed fifty. The committee of Boston allow an assistant in the fifth and sixth classes whenever the number of pupils exceeds fifty-six, the intention being to have no more than fifty pupils to a teacher. Temporary expedients are employed in other cities for the accomplishment of the same purpose. In the revision of the Boston schools in 1879 the same grade of certificates of quali¬ fication was fixed for the assistants of the primary as for those of the grammar schools. In Philadelphia, the same year, the term of service was made the basis of com¬ pensation. Both of these measures operate to the advantage of the lower grades. In some cities special care is taken to furnish primaries with teachers of the rarest and best qualifications. Hon. J. W. Taylor, superintendent of schools, San Francisco, Cal., says, in his report for 1880 : Since the board of education has adopted the unwise plan of increasing the teachers’ salaries according to the grade taught, the highest salary being paid to the highest grade, the teachers, and especially the good ones, no longer having any inducement to remain in the lower grades, are striving for promotion to the higher grades on ac- In some western cities the terms “district school” and “intermediate school” are employed. CITY SCHOOLS. LXXXV count of the higher wages. This will deprive the primary schools of their best teach¬ ers and tend to throw tho talent of the department into the grammar grades, where it is least needed. HIGH SCHOOLS. The number of city high schools is a little above that represented in the table, as a few cities in which schools of this grade are maintained failed to report. Massachu¬ setts reports the largest number in any single State and Boston the largest number in any city. The course of study in the Boston high schools covers a period of four years, aud comprises English language and literature ; history, ancient, mediaeval, and modern ; mathematics, algebra, plane and solid geometry, and plane trigonometry; science, botany, zoology, physics, chemistry, and astronomy ; foreign languages, French, Ger¬ man, or Latin ; music ; drawing ; electives. Book-keeping or experimental physics may be substituted for zoology and drawing or a foreign language for plane trigonometry. Of the twenty-five school hours in a week, two are given either to calisthenics or a military drill. Substantially the same course is presented in the high schools of the other cities reporting. Both Latin and Greek are included where the high-school course is intended to lead directly to college entrance examinations ; but this is unnecessary in the Boston English High School, since the two Latin schools of that city are college preparatories. The most important event in the history of public schools of secondary grade during the last ten years was the opening of the Boston Latin School for Girls in January, 1878. The extent to which special teachers are employed in the cities and the cost of such service may be seen by reference to Table II, pages 442-448 of the appendix. DISCIPLINE. Great improvement has been made during the decade in methods of discipline. It is, however, generally admitted that corporal punishment is still too frequently administered. At a meeting of the Boston school committee, April 13, 1880, it was ordered: “ That a committee of three be appointed to consider the whole subject of corporal punish¬ ment in our schools, and report to this board what means can be adopted to remedy the existing evils.” Majority and minority reports were subsequently submitted, which form a complete summary of the arguments pro and con on the subject. The majority recommended changes in the regulations which would reduce the possibility of a resort to corporal punishment to the minimum. The minority advised that no change be made in the existing regulations. By failure of action the matter remains in statu quo. TRUANT SERVICE. The habitual absence of scholars in nominal membership is so serious a hindrance to class work and ultimately so injurious to society that educators and legislators find a common cause in measures for the repression of the evil. In many cities, chiefly those of New England, truant officers are appointed to look after this class of offenders ; in some cases this duty is intrusted to the police, who re¬ port regularly to the school authorities. Wherever and however organized the truant service has proved beneficial. The report of the school committee of Boston for 1880 contains an important state¬ ment on this branch of the public school service, which is admirably managed in that city. It has grown gradually and naturally out of the compulsory school laws of tho State and the city ordinances concerning truant children and absentees from school. The city authorities fully recognize the necessity of adequate provision for the protection and education of neglected children and for the proper trial and re¬ straint of juvenile offenders. On this and all other conditions relative to the truant service the report mentioned will be found replete with suggestion and information. Diagram No. LXXXVI REPORT OF THE COMMISSIONER OF EDUCATION. 1 3 s 1 1 s" I 1 J a CITY SCHOOLS - NORMAL SCHOOLS. LXXXVII SCHOOL-HOUSES. Notwithstanding the numerous complaints of poorly constructed buildings, defec¬ tive ventilation, &c., the last ten years have been marked by progress in all the sani¬ tary conditions of school-houses. In many cities tho care of these buildings is intrusted to special officers, and many reports include a representation of the actual condition of school buildiugs. The lack of competent architects, the indifference of the public, and the want of funds are the main obstacles in the way of the perfect adaptation of city school buildings to the convenience of the work and the requirements of health. SCHOOLS MAINTAINED BY PRIVATE EFFORT. In addition to organized efforts in our leading cities for the care of neglected chil¬ dren, much is done in the same direction by various agencies in the smaller cities and rural districts. It is impossible at present to give any adequate report of these desul¬ tory efforts; nevertheless they occupy a very important place among the agencies which are operating against the spread of illiteracy. The following account of a work in progress in Wilmington, N. C,, affords an im¬ portant example : 1 Miss Amy M. Bradley, who has become widely known on account of her success in the education and advancement of the poor white children of Wilmington, N. C., de¬ termined to undertake this missionary work at the suggestion of Mrs. Susan L. Sohier., of Boston. Miss Bradley reached Wilmington in December, 1866, and found an aban¬ doned building, very much out of repair, which had been erected for the use of a free school by some northern gentlemen just before the war. She opened here the Union School January 9, 1867, with three children, two girls and a boy ; but when the term closed in late June or early July the number of pupils had increased to 100. These children were extremely poor, and their clothing was partially furnished by ladies in Boston. The work in this building continued under Miss Bradley for five years. At the close of the second year (1869) the Hemenway school-house was built under her direc¬ tion at the other end of the city, and the two schools together furnished instruction for 300 pupils. Three years later the county purchased the Hemenway school, and both schools are now supported by the county and supplied with native teachers. The American Unitarian Association and the Soldiers7 Memorial Society expended up to June 30, 1872, over $21,000 in these schools. Mrs. Hemenway was influenced to help this work by hearing a sermon preached by Rev. Geo. L. Chaney at the Hollis Street Mission, Boston. She went to Wilmington in 1871, bought an acre and a half of ground, and erected the Tileston school-house, a large building, well lighted, heated, and ventilated, containing ample school room for 250 children and a hall comfortably seating 600 persons. This was opened in Oc¬ tober, 1872, with 160 pupils. The entire cost of the building and grounds was a little over $30,000. Mrs. Hemenway has given $5,000 annually to the school, and has ex¬ pended altogether over $75,000. The Tileston school is divided into six grades, Kindergarten, primary, middle, grammar, high, and normal, requiring the services of nine teachers. Each division Las about forty pupils arranged in two classes. TABLE III. — NORMAL SCHOOLS. The following is a comparative summary of normal schools, instructors, and pupils reported to the Bureau for the years 1871 to 1880, inclusive : 1871. 1872. 1873. 1874. 1875. 1876. 1877. 1878. 1879. 18S0. Number of institutions _ _ _ _ 65 98 113 124 137 151 T52 156 207 220 Number of instructors.. _ _ 445 773 887 966 1, 031 29, 105 1, 065 33, 921 1, 189 37, 082 1 227 1,422 1, 466 Number of students . . 10, 922 11, 778 16, 620 24, 405 39, 669 40, 029 43, 077 'Dr. TV. G-. Eliot, president of Washington University, St. Louis, who has personally observed this work, writes: “Miss Bradley’s school is a model institution, one of which Boston or Philadelphia might bef proud.” LXXXYIII REPORT OF THE COMMISSIONER OF EDUCATION. Table III. — Part 1. — Summary of States and Territories. O Number of students. Number of nor¬ mal students. Number of other students. Graduates in the last year. £ fl Alabama . Arkansas . California . Colorado . . . . Connecticut . Florida . Georgia . Illinois . Indiana . Iowa . Kansas . Maine _ _ - _ Maryland . . Massachusetts . Michigan . Minnesota . Mississippi . Missouri . Nebraska . New Hampshire - New Jersey . . New York . North Carolina ..i - Ohio . . . . Pennsylvania . Rhode Island - Tennessee . Texas . — . V ermont . . . Virginia . West Virginia . Wisconsin . . District of Columbia. . Utah . Washington Territory Total . 106 8 6 7 33 19 9 7 23 18 81 13 27 7 51 9 5 24 158 37 17 144 9 8 560 210 686 9 132 127 78 1, 461 481 372 234 467 441 1, 273 460 783 417 1, 388 276 30 519 6, 514 347 166 4, 617 145 142 168 429 354 435 1,887 39 55 21 174 111 77 3 14 27 67 267 197 129 (60) 19 134 232 (199) 24 161 177 (60) 698 124 134 156 28 500 6 118 12 11 538 284 239 33 313 69 983 45 273 74 630 152 22 57 128 37 57 102 34 52 377 279 } . (391) 187 92 (1,298) 2, 364 15 100 162 74 (695) 127 165 287 28 (479) 1,388 | 1,924 (145) 54 I 88 452 61 129 (49) 46 267 178 1, 419 31 374 10 (113) 143 I (128) 349 28 90 575 39 27 (54) 19 I 16 (243) 298 294 (21) 16 172 37 47 44 30 11 122 50 270 55 85 205 40 21 37 643 9 116 474 19 31 40 92 48 118 39 17 3 903 1 625,- 723 ^ 5 633 1°Io, 255 (1, 383) 2,293 I 3,253 ■ 2, 943 114 44 139 35 392 4 94 373 32 108 19 1, 829 a Classification of 354 NORMAL SCHOOLS. LXXXIX statistics of public normal schools. "Volumes in li¬ braries. Humber of schools in which drawing is taught. Humber having collections of models, casts, &c., for free hand drawing. Humber of schools in which vocal music is taught. Humber in which instru¬ mental music is taught. Humber possessing chemi¬ cal laboratory. Humber possessing philo¬ sophical cabinet and ap¬ paratus. 1 Humber possessing a mu¬ seum of natural history. Humber possessing a gym¬ nasium. O o pjo T 9 £ a rP n 8 P P o ® M “ 3 5 O o P^o o.K ■§ 'fi poiS E O 2 f-i ^ O fc u © & a p a > *-3 M-i £ 3 ll * ° fi S ° £ m Number possessing a gym¬ nasium. Number having model schools. | £ o a) ° a •g-S TO P4 rr ~ 3 |js 2 S3 § Whole number. Increase in the last school year. 1, 500 260 2 1 4 3 1 2 0 0 1 4 2, 000 50 .A 1 1 a 1 150 20 2 1 1 1 1 i 2 2 200 2 2 1 1 2,517 227 2 2 5 5 3 4 4 1 1 4 7,540 1,250 8 3 9 6 6 7 4 5 8 2; 411 590 7 3 6 5 4 5^ 3 1 . 2 7 600 150 , 1 0 1 1 1 1* 0 0 0 1 1, 600 300 4 5 4 4 5 1 2 5 750 10 1 1 2 1 1 3 400 7 2 1 1 2 1 2 1 1 2 1 1 1 1 1 1 2 1 1 1 1 1 0 1 1 ' 1 1 2 1 1 1 1 2 2 2 2 1 1 2 1 o 1 1 0 0 o 0 1 0 1 1 1 1 1 1 1, 700 100 2 4 2 1 4 9,050 510 7 5 8 9 10 10 6 2 3 10 25 1 1 2 2 1 1 2 4, 542 626 6 1 5 3 2 2 5 5 1, 460 4 8 4 3 2 2 2 3 6,000 500 7 -1 9 7 3 5 2 6 9 250 50 2 2 3 2 1 2 1 1 1 3 100 100 1 0 1 0 1 1 1 0 1 1 2 2 2 1 3, 200 1 0 1 1 0 0 0 0 1 200 2 2 1 1 1 1 1 100 2 2 1 1 1 2 2 46, 270 4, 775 75 26 89 68 45 57 27 1 8 40 88 6 Classification not reported in all cases. c Only one institution reporting this item. XCII EEPOET OF THE COMMISSIONEE OF EDUCATION. Table III. — General summary of statistics of public and piuvate normal schools. [Number of normal schools supported by — States and Territories. State. County. City. All other agencies. o *4 S © 3 CO fc «M • © © -s p 3-2 3 3 a «M ^ C tc Sa 3= © Jl «M o to O g P O P3 GQ fe s © © 32 3 3 ® «m ^ O e ; ro o p ! ^ o 12 £ * o t-t 4 5 C Q ft o ® t-4 *3 © © 32 73 E £ a co £-3 ° ® L* -2 g a 32 © S'© j2j co © 03 J ^ S3 p ® & cm . © 03 p O © o II a a £.3 CM o e kS © a 32 © a ^ 3 5 £ 33 3 2 1 1 1 1 61 2 1 2 2 16 2 15 330 139 468 9 132 39 78 605 454 337 112 4 1 2 1 17 14 8 367 1 2 109 4 15 Connecticut . 8 6 7 25 10 7 7 Florida _ _ _ 2 X 10 7 1 6 3 c2 3 1 1 2 39 85 34 5 29 11 2 6 6 3 274 299 1, 091 390 150 306 182 53 4 23 23 1 8 200 1 2 2 9 2 27 31 Louisiana ... _ _ _ Maine. _ _ ........ 4 2 6 2 3 2 5 1 1 1 8 2 21 18 68 13 27 7 43 9 5 24 119 37 439 301 1, 149 69 434 251 1,226 276 30 191 2, 867 288 2 2 8 Maryland _ .... _ Massachusetts ........... 3 13 124 Michigan _ ... Minnesota _ _ _ - 1b Mississippi . . 2 2 1 9 20 3 Missouri _ 1 8 162 3 8 Nebraska ...... _ ....... New Hampshire ... _ New Jersey _ _ _ New Vork _ _ 2 39 1,246 3 6 11 2 8 5 22 74 8 34 27 324 1, 278 48 621 North Carolina _ _ _ Ohio . . . 3 17 166 Oregon _ _ _ _ _ Pennsylvania _ .... _ 10 1 117 9 2, 776 145 1 27 1,015 Rhode Island _ ... South Carolina . . 4 11 4 1 2 1 2 3 19 71 18 318 859 121 6 20 203 64 194 Tennessee . . 1 2 3 61 d6 4 8 9 19 30 20 55 142 156 396 Texas _ _ _ Vermont. _ Virginia, _ 8 5 15 12 West Virginia . ... _ 346 1, 038 Wisconsin . . . 1 2 5 7 14 39 District of Columbia . Utah . el el 3 55 21 Washington Territory . . . Total. . . 1 84 764 15,299 l 8 200 21 131 .2,941 114 563 7, 296 a This summary contains the strictly normal students only, as far as reported ; for total number of students, see the preceding summaries. 6 Partially supported from the proceeds of the national grant of land to agricultural colleges, this normal school being part of an institution so endowed, c Receive an allowance from the State. d No appropriation for 1879-80. e Territorial appropriation. NORMAL SCHOOLS, XCHI Appropriations for normal schools. Name of school and location. State Normal School, Florence, Ala . - . j . . Normal School for Colored Teachers, Huntsville, Ala . , . . . . Lincoln Normal University, Marion, Ala . . . . Normal department of Arkansas Industrial University, Fayetteville, Ark - Branch Normal College of Arkansas Industrial University, Pine Bluff, Aik . . . Normal department of Girls’ High School, San Francisco, Cal . _ . . California State Normal School, San Jos6, Cal . . . Connecticut State Normal School, New Britain, Conn . . . Normal department of Atlanta University, Atlanta, Ga . . . Southern Illinois Normal University, Carbondale, HI . Illinois State Normal University, Normal, Ill . Cook County Normal and Training School, Normalville, HI . . Indianapolis Normal School, Indianapolis, Ind . . . . . Southern Indiana Normal College, Mitchell, Ind . .< . — . . . . Indiana State Normal School, Terre Haute, Ind . . Iowa State Normal School, Cedar Falls, Iowa . Kansas State Normal School, Emporia, Kans . . . Peabody Normal School for Colored Students, New Orleans, La . . Peabody Normal Seminary, New Orleans, La . . Eastern State Nominal School, Castine, Me _ _ _ _ _ _ _ State Normal and Training School, Farmington, Me . . . . . . Madawaska Training School, Fort Kent and VanBuren, Me . State Normal apd Training School, Gorham, Me..., . . Normal department of Maine CentralXnstitute, Pittsfield, Me . Normal department of Oak Grove Seminary, Vassalboro’, Me . - . Baltimore Normal School for Colored Teachers, Baltimore, Md _ Maryland State Normal School, Baltimore, Md . . . Massachusetts Normal Art School, Boston, Mass . - . State Normal School, Bridgewater, Mass . - . . . . State Normal School, Framingham, Mass _ * . . . . . - Gloucester 'framing School foUTeacliers, Gloucester, Mass . 4 - — State Normal School, Salem, Mass . . . . Westfield State Normal School, Westfield, Mass . . . Massachusettsr State Normal School at Worcester, Mass . . . . — 4 Michigan State Normal School, Ypsilanti, Mich . - . - _ State Normal School at Mankato, Minn . . - . . . . State Normal School at St. Cloud, Minn . . State Normal School at Winona, Minn . . . Mississippi State Normal School, Holly Springs, Miss . . . . Tougaloo University and State Normal School, Tougaloo, Miss _ _ _ Missouri State Normal School, Cape Girardeau, Mo . . . $7, 500 $32 33 2,000 160 80 4,000 17 10 (6) ermanent endow¬ ment fund, as in Wisconsin, where the fund is nearly $1,000,000. In general the schools are supported by annual appropriations. By reference to Table III of the appendix, it will be seen that apart from the schools for training Kindergarten teachers, 13 public normal schools have a course of a single year. In the case of city normal schools it is comparatively easy to give a strictly professional character to the year’s work. Candidates for admission must have com¬ pleted the ordinary high school course or must show upon examination equivalent attainments; they are required to present testimonials of character and generally to give some pledge of their intention to teach. These requirements secure to the school a number of students of substantially equal development and well prepared for special training. The normal schools of Washington and Boston are good examples of those which give a strictly pedagogical training during a single year’s course. They pursue nearly the same plan, which will be understood by an examination of the programme pub¬ lished in the annual report of the Boston school. The work of the school is grouped under five heads : (1) physiological study ; (2) psychological study ; (3) special re¬ views; (4) methods of instruction; (5) teaching under criticism. The course of train¬ ing exercises laid out for the year and rigidly pursued is as follows : First exercise (time, one iceek ): Observing and reporting. — One section of the normal pupils, accompanied by their teacher, visit a class in the training school daily; they witness the regular work of the room twenty or thirty minutes, return, and report orally to the teacher accompanying them. This report is merely an orderly statement of what is done and said in the room visited, the teacher making the statement com¬ plete and calling attention to such excellences as she deems best. These visits are made at the same hour on successive days, so that the same lesson is seen each day during the week. The other section of the normal pupils, under the direction of another of their teachers, do the same thing at the same time. Second exercise (time, one iveek ): Teaching before the normal class for criticism. — Normal pupils teach classes from the training school, following the regular programme of the room from which the children come. One section teach a class of twelve children twenty or thirty minutes daily, under the direction of one of the normal teachers, the same subject being taught at the same hour, to the same pupils, for a week. After the teaching the rest of the hour is devoted to criticisms by the normal pupils and their teacher. Special preparation for these lessons is made at another hour. The other section do the same under the direction of another normal teacher. Third exercise (time, one week): Observing and reporting single lessons. — Repeating number one. Fourth exercise (time, one week): Observing the work of a room for two whole days. — One section is distributed through the grammar department of the training school, three or four being sent to a room. They remain in the same room two entire days. Each pupil reports the programme of the room in which she observes the first day; the second day she reports the programme and one lesson. The report of the lesson shows (1) the object of the lesson and (2) the steps by which this object was attained, as the normal pupils gathered it from their observation. The next two days the other sec¬ tion do the same. The normal teachers see their pujfils in the rooms as far as practi¬ cable. Fifth exercise (time, one week): Teaching before the class. — Repetition of number two. Sixth exercise (time, two weeks): Teaching in the training school. Seventh exercise (time, one week): Teaching before the class. — Repetition of number two. Eighth exercise ( time, two iceeks) : Observing and teaching in the public schools. Ninth exercise (time, three iceeks ) : Model lessons in teaching. — All the normal pupils go to the primary school hall, for an hour and a quarter ever^ day for three weeks, to wit¬ ness model lessons in teaching and for criticism of these lesions. Part of the lessons are given by the normal teachers and part by the pupils, one lesson every day by each. About half the time is spent in teaching and half in criticism. NORMAL SCHOOLS. XCVII The object of these lessons was to give the normal pupils the best type of teaching, especially by beginners. In other than city normal schools it is difficult to give definite character to a single year’s course. The classes are large and represent various degrees of preparation. Oftentimes the chief need is instruction in the elementary branches pursued in the common schools: and all exorcises in methods and all general consideration of the teaching office, its bearing upon lifo and society, the relation between mental proc¬ esses and results, are omitted or made secondary to the mastery of simple branches of knowledge in which the future teacher must be proficient. Fortunately efforts ar*> being made to free these schools from the conditions which interfere with their special work. This purpose can be furthered by proper entrance examinations and a system¬ atized course of study and training exercises. The normal schools having more than a year’s course include a number of thor¬ oughly organized and efficient institutions maintained by liberal appropriations. Many of this class, however, included in Table III, are affected by the untoward con¬ ditions previously noted. Candidates are admitted at too early an age and without adequate or sufficiently uniform preparation, and in the course of instruction too little provision is made for special training in the theory and art of teaching. The disposition is everywhere manifest to examine into these institutions, to ascer¬ tain what changes and regulations are needed for the maintenance of their character as training schools, and to hold them more strictly to their requirements. It is worthy of note that every investigation of normal schools ordered during the decade has resulted in fuller appreciation of their value. In the general summary of Table III, page xcii, normal schools are classified into those supported by States, by counties, by cities, and by other agencies. The first three classes represent support by public funds ; the fourth, support by private enterprise, benefactions, or endowments. For convenience, then, the four classes may be reduced to two. Considering the States by geographical sections the summary of normals under the two classes respectively is as follows : First class. Second class. TotaJ. New England States (6) _ _ _ - . . 21 4 25 Middle Atlantic States (6) _ _ _ _ _ 25 16 41 SontTi Atlantic States (4) . _ _ _ _ _ _ _ _ 4 12 16 Gulf States (4) . . . 7 13 20 Rnnthem Contra! Statos (fi) __ _ _ _ _ 17 22 39 Northern Central States (9) _ _ _ _ _ _ _ 26 40 66 States of the Pacific Slope (3) . . 2 4 6 Territories (3) . . . . . . . . 4 3 7 The twelve States in which the Peabody fund has been distributed, viz, Virginia, North Carolina, South Carolina, Georgia, Florida, Alabama, Mississippi, Louisiana, Texas, Arkansas, Tennessee, and West Virginia, report a total of 61 normal schools, 21 of the first class and 40 of the second. The total for the remaining States and Terri¬ tories is 159, of which 85 belong to the first class and 74 to the second; that is, 65 per cent, of all the normals in the twelve States aided by the Peabody fund are supported by other than public agencies and 46 per. cent, of those in the remaining States and Territories. These statements may, however, be misleading unless modified by con¬ ditions presented in other parts of the table. It will be seen from the notes to the general summary of Table III, page xcii, that of the normal schools of the first class in the twelve States just enumerated 2 are partially supported from the proceeds of the national grant of land in aid of colleges of agriculture and the mechanic arts and 6 received no appropriation in 1879-’80. E— VII XCVIII REPORT OF THE COMMISSIONER OF EDUCATION. On a close examination of tlie work done by these institutions, it appears that some of them adopt the term normal rather as a declaration of their purposes than as an indication of their exclusive devotion to the training of teachers in methods. The amount of State, city, and county appropriations for 1880 to normal schools and departments in the twelve States specified is, as nearly as can be ascertained, $63,667. This amount includes $10,000 special appropriation for building in Arkansas and omits appropriations to the normal departments of Atlanta University, Atlanta, Ga., and the Arkansas Industrial University, Fayetteville, Ark., which are reported fti common with other departments of these universities. An approximate estimate may be made of the ratio between the appropriation and the amount which would suffice to provide normal training for the entire body of teachers. Allowing sixty pupils to each teacher, the school population of the twelve States under considera¬ tion would employ upwards of 65,000 teachers, and if 70 per cent, of this number should continue from year to year in their places 30 per cent., or about 20,000 new teachers, must be provided annually. In the article previously mentioned, Mr. White stated that the annual expense of a normal school which sends out 250 pupils (not necessarily graduates) is from $15,000 to $20,000. The estimate was carefully made and gives a fair basis for our present calculation. It will be seen that 80 such schools would meet the demand for 20,000 teachers annually, at an expense of about one and a quarter million of dollars. No State has yet made provision on so liberal a scale for the training of its teachers ; and the appropriation for this department of public school work in the South falls far below the sums appropriated in other sections, as will be seen by a detailed examination of the table. It is estimated that not more than 4 per cent, of the new teachers annually appointed throughout the country have had normal training. In Massachusetts, where the proportion is comparatively large, more than one-fourth of the teachers employed have attended normal schools and above one-fifth are graduates. These considerations lead to certain obvious conclusions. Graduates of normal schools represent but a small proportion of public school teach¬ ers, and should be employed where they can most effectually direct and stimulate teachers who have had inferior opportunities for preparation. The ordinary law of supply and demand must be depended on to furnish the majority of teachers. Some svstem.of graded normal schools must be adopted or the greater number of the schools will be left to inexperienced or altogether untrained teachers. Normal institutes and summer normal schools offer a ready means for accomplish¬ ing this gradation. It is only necessary that they should be organized and conducted upon some rational plan, and that their support should be included as a constant item in estimates of expenses. Teachers’ or normal institutes are already authorized by law and provision made for defraying their expenses in the following States: Colorado, Illinois, Indiana, Iowa, Kansas, Massachusetts, Michigan, Minnesota, Nebraska, Nevada, New Jersey, New York, Ohio, Pennsylvania, Rhode Island, Vermont, and Wisconsin. 'In the following States institutes are authorized, but no specific appropriations are made for the pur¬ pose: California, Kentucky, Maryland, Oregon, South Carolina, Tennessee, Virginia, and West Virginia. In the States in which there is no enactment on the subject, institutes are held under the auspices of State and county superintendents or other school officers. The ex¬ penses are met by voluntary contributions from teachers and officers. The institutes continue from three to six days, under the direction of able instructors. The day ses¬ sions are occupied in giving instruction in the methods of teaching elementary branches and the details of school management ; the evening sessions are generally devoted to conferences and lectures. The summer normal schools continue in session from two to six weeks. Teachers are formed into classes. The time is divided be¬ tween methods of teaching and the branches to be taught. The course of instruction and training represented by chairs of pedagogics differs ©omewhat from that to which the term normal is applied, which, as we have seen, NORMAL SCHOOLS. XCIX includes drill in methods of teaching. The scope of the former is indicated by the expression “philosophy or science of education/7 a comprehensive subject which in our country has heretofore been confined within very narrow limits. Such chairs are reported by the Universities of Michigan, Missouri, and Iowa. The presidents of Harvard, Yale, Columbia, and Johns Hopkins have given repeated expression to their views upon the importance of including the subject in the university cur¬ riculum and there is reason to hope that it may ere long be introduced in the institu¬ tions which they represent. It cannot be doubted that an endowed chair of pedagogy in a university rich in men and resources would be a powerful influence in the educa¬ tional affairs of a State. The efforts made from time to time under the auspices of Johns Hopkins and Har¬ vard Universities to afford special instruction to teachers have been noted in my reports. Teachers’ classes in early English and in the theory of numbers were maintained at Johns Hopkins during the year. The president and fellows of Harvard University have voted to maintain in the scientific school, for the benefit of male graduates of the State normal schools, scholarships of the annual value of $150 each, not exceeding eight in number at any one time. These scholarships are to be divided among the normal schools as the State board of education may from time to time determine, and the appointments are to be made in the first instance for one year, on the recommenda¬ tion of the principals of the schools. Reappointments are to be made by the scientific faculty. The value of this and of every other endeavor to bring scientific knowledge and correct methods of scientific study to the attention of the teachers of our common schools cannot be overestimated. Such knowledge finds its application in all arts and industries and in all measures for the preservation of health and life, and it offers the only means of dissipating the fears and superstitions and correcting the foolish practices arising from ignorance of the phenomena and laws of nature. Whatever may be the comparative merits of different courses of study in a scheme of liberal education, it must be admitted that nothing is more useful in the condition of life for which the majority of our youth are preparing than this “lore of common things.” It is to be feared that those who conduct our normal schools do not fully appreciate the responsibility which rests upon them with reference to this phase of public intel¬ ligence. It is in their power to determine the character of our public school instruc¬ tion, and the interest which is manifested by the liberal appropriations for their work is undoubtedly due in part to the conviction in the public mind that common school instruction should at a certain stage diverge from that which is the accepted basis for prolonged study or for professional training, and should therefore be intrusted to teachers specially prepared for the high service. Graduates of normal schools ought to have that understanding of our history and institutions which will enable them to impart notions of public law and obligation to the future citizens, and that familiarity with our resources, products, and industries which may be acquired in laboratory practice and among the collections of museums of natural history and technology. It is from a deep conviction of the importance of these institutions that I have endeavored from time to time to call the attention of those in charge of our normal schools to the means of increasing their illustrative material and of keeping constantly informed of new discoveries in science. In 1876 there was prepared under my direc¬ tion a manual of a limited number of the common native trees of the northern United States, which was intended to give concise descriptions of these species of trees, together with some account of their uses and their range of growth in different parts of the country ; to accompany this were prepared sets of dried botanical specimens of the leaves and flowers, together with sections of the wood of each species. These speci¬ mens and the accompanying manual the Office proposed to use as loans to those normal schools giving assurance of interest and cooperation. It was hoped through this initiative that the teachers throughout the country would become familiar with the information so greatly needed among the people in regard to the planting, cultivation, and uses of trees, and the protection of our forests. c REPORT OF THE COMMISSIONER OF EDUCATION. I have repeatedly urged attention to the explorations, surveys, and similar enter¬ prises conducted by the General Government, and I am of opinion that it •would be a wise measure to establish weather stations at all permanent normal schools, and thus put them in direct correspondence with the national meteorological bureau, and to train all normal pupils in the rudiments of theoretical and practical weather science. In pursuance of the ideas here advanced, I have expected that normal schools would derive a great benefit from the pedagogical library and museum of this Office. Here the teacher may learn as nowhere else in the country how far appliances have been devised in aid of the instruction in the several branches, and here, too, obtain some idea of the variety and extent of the literature relating to the subject of his profession. TABLE IV. — COMMERCIAL AND BUSINESS COLLEGES. The following is a comparative exhibit of colleges for business training, 1871-1880: 1871. 1872. 1873. 1874. 1875. 1876. 1877. 1878. 1879. 1880. Number of institutions. 60 53 112 126 131 137 134 129 144 162 Number of instructors. 168 263 514 577 594 599 568 527 535 619 Number of students . . . 6, 460 8, 451 22, 397 25, 892 26, 109 1 25, 234 2?, 496 21, 048 22, 021 27, 146 Table IV. — Summary of statistics of commercial and business colleges. Alabama . California . Georgia . — Illinois . . Indiana . Iowa . Kansas . Kentucky . Louisiana . Maine . Maryland . Massachusetts . . Michigan . , Minnesota . Mississippi . Missouri . Nebraska . New Hampshire New Jersey . New York . North Carolina . Ohio . States. Number of schools. Number of instructors. Number of students. Number of volumes in li¬ braries. Increase in the last year. Total number of stu¬ dents, excluding duplicate enrol¬ ments. In day school. In evening school. 2 5 126 126 1,200 75 6 38 ul, 012 811 63 3,750 150 2 5 &303 262 75 75 18 69 c3, 973 2, 927 1, 022 10, 700 6,004 8 33 1, 670 1, 176 532 300 200 11 32 d\, 705 1, 432 377 360 2 3 132 103 40 3 11 518 465 53 2 12 371 278 103 1, 695 5 3 3 256 221 35 104 2 22 e956 4 22 838 780 58 9 26 1, 104 853 339 4 15 /813 216 125 217 38 1 14 90 90 1, 050 6 41 1, 490 1, 274 216 2, 480 10 1 1 70 40 35 4 7 150 115 35 5 28 758 479 279 925 60 18 75 4, 305 3, 440 1,148 2, 965 5 1 1 14 49 2, 074 1,613 461 <714, 558 50 a Not reported of 138 whether they are in day or evening school. & Not reported of 41 whether they are in day or evening school. c Not reported of 500 whether they are in day or evening school. d Not reported of 76 whether they are in day or evening school. e Not reported whether in day or evening school. f Not reported of 544 whether they are in day or evening school. 0 Includes the library of St. Xavier College, Cincinnati, which is reported with commercial department. BUSINESS COLLEGES - KINDERGARTEN. Cl Table IY. — Summary of statistics of commercial and business colleges — Continued. States and Territories. Number of schools. Number of instructors. Number of students. Number of volumes in libraries. Inoreaso in the last year. Total number of students, exclud¬ ing duplicate en¬ rolments. In day school. In evening school. Pennsylvania . 13 43 al, 777 991 422 1, 183 206 Rhode Island . 2 11 467 345 122 155 5 Tennessee . . . . 4 4 185 120 65 459 Texas _ _ _ _ _ _ 4 7 175 139 36 Virginia . 1 1 45 26 19 541 5 West Virginia . . . 2 6 224 194 30 Wisconsin . 8 29 61, 257 699 223 795 41 District of Columbia _ ..... _ _ _ 1 3 283 160 123 Washington Territory .. 1 3 19 19 Total . 162 619 c27, 146 _ . _ _ 685 20 1, 917 802 70 3, 494 "Maryland . _ _ _ . 140 2, 261 263 55 254 2,973 Massachusetts 5, 040 2, 584 2, 782 42 110 10, 558 "Michigan . _ 1, 894 391 1, 003 97 950 4, 335 Minnesota _ ........ _ _ _ ... 349 2, 041 25 288 2, 703 Mississippi 166 2, 382 378 683 3, 609 . Missouri . . 960 66 2, 636 379 689 694 232 5, 656 Nebraska _ 84 185 548 1 818 "Nevada _ _ _ _ _ 15 48 63 Hew Hampshire 285 1, 741 699 164 2, 889 "N" ft w .T crafty _ 958 328 3, 723 447 22 5, 478 Hew York 2, 855 2, 401 19, 765 2, 213 • 817 3, 054 31, 105 "North (Carolina . . _ _ 159 2, 657 177 328 3, 321 Ohio . . 4, 466 486 3, 450 679 230 3, 073 93 12, 477 Oregon .... _ 129 1, 469 35 554 2, 187 Pennsylvania . 1, 288 1, 796 6,346 1, 063 268 1, 9oa 80* 12, 747 Rhode Island 143 362 647 1, 152 South. Carolina 669 1, 614 150 163 408 3, 004 Tennessee _ _ 261 669 5, 852 146 383 1, 264 8, 575 Texas . . . . . 289 2, 746 207 567 3, 809 Vermont . 33 2, 413 198 94 2, 738 Virginia . 382 350 1, 950 211 256 38 43 3, 230 "West Virginia . . . . 131 921 54 133 1, 239 Wisconsin . 571 835 1 985 362 154 647 4, 554 District of Columbia . . 179 6 1, 385 340 1,910 Indian Territory . ! 237 237 Hew Mexico . . . 915 915 TJtah . . 2, 282 159 2, 441 Washington Territory . 108 83 101 Wyoming . . . . 23 £3 Total . 26,609 12,059 110,277 13, 239 6, 378 26, 138 1, 799 196, 499 a In ninety-sis cities. b Strictly normal students not included. SECONDARY INSTRUCTION. cv Secondary instruction is an expression of somewhat vague meaning in the United States, comprehending all instruction in other than elementary schools and that given in the collegiate departments of universities, colleges, and j)rofessional schools. The several classes of institutions to which tho term applies are tabulated as follows in the report : city high schools, Table II ; normal schoolshaving an academic course, Table III ; institutions for secondary instruction, Table VI ; preparatory schools, Table VII ; preparatory departments of institutions for superior instruction, Tables VIII, IX, and X. The difficulties in the way of obtaining satisfactory information with reference to this grade of instruction are very great. With the exception of public high and nor¬ mal schools and the preparatory departments of State universities and of colleges en¬ dowed by the national land grant, the schools are not under State supervision and do not uniformly report to any public officer. Some do not even print circulars or catalogues. Under these circumstances the Office is obliged to resort to special correspondence as the means of obtaining the desired information. The work of collecting the statistics was begun in 1871 ; in 1873, an endeavor was made to tabulate the information under separate heads corresponding with the two distinct relations which these schools sustain to education, namely, as finishing schools of their grade and as schools preparatory to a higher grade. The amount of information has increased from year to year, and the Office has been rewarded for its effort in this direction by assurances that it has materially assisted in exposing the defects of secondary instruction in our country and in promoting efforts for the improvement of the work and the increase of endow¬ ments. The endeavor to distinguish between the finishing and the preparatory work of the schools has done little more than indicate that the two are inseparable ; thus Table VI includes schools which are fitting a large number of their pupils for college and Table VII some which are fitting a small proportion. In this connection it should be remembered that the Office has no authority and seeks to have none either to fix or to change grades, but aims to report institutions precisely as they are, relying upon the fidelity of their own statements ; it is believed that an intelligent examination of the details of the expanded tables in the appendix will, as a rule, enable the student to form a correct estimate of the character of each institution. From the statistical summary of pupils receiving secondary instruction in the several classes of institutions it appears that the majority of all such pupils are reported in schools classified in Table VI, In twenty-five States they number more than half the total of scholars in the secondary grade. The statistics for high schools are not sufficiently complete to justify final generalizations. It is noticeable that they report a large proportion of all the pupils under secondary instruction in Ohio and Michigan and nearly half the whole number in Massachusetts. The statistics in this tableware made up from returns to special inquiries sent out from the Office. They should be studied in connection with the statements under the head of Secondary In¬ struction in the abstracts of State reports. So far it has been found impracticable to include in the table of cities those containing a population of less than 7,500 inhab¬ itants. TABLE VI. — SECONDARY INSTRUCTION. The following is a comparative summary of the number of institutions for secondary instruction (exclusive of high schools, preparatory schools, and departments of normal schools and of institutions for superior instruction) making returns from 1871 to 1880, inclusive : » 1871. 1872. 1873. 1874. 1875. 1876. 1877. 1878. I 1879. 1880. No. of institutions. . 638 811 944 1, 031 1, 143 1, 229 1, 226 1, 227 1, 236 1, 264 No. of instructors. . 3, 171 4, 501 5, 058 5, 466 6, 081 5, 999 5, 963 5, 747 5, 961 6, 009 No. of students _ 80, 227 98, 929 118, 570 98, 179 108, 235 106, 647 98, 371 1 100, 374 103, 734 110, 277 CVI REPORT OF THE COMMISSIONER OP EDUCATION. Table VI. — Summary of statistic of States and Territories. Number of schools. Instructors. Number of students. Male. Female. Total. Male. Female. In English course. In classical course. In modem languages. Alabama . 13 a26 1 21 al, 041 474 425 727 233 66 Arkansas . 9 al2 11 a673 249 309 448 71 22 California . 26 82 115 3, 662 1, 713 1,949 2, 404 369 632 Colorado . 4 3 9 170 22 148 115 25 38 Connecticut . 41 60 111 2, 027 794 1, 233 1, 083 384 328 Delaware . 9 27 12 487 308 179 303 195 60 Florida . 8 12 22 1, 081 400 681 927 83 63 Georgia . 116 al65 105 a8, 075 3, 918 3, 466 4, 924 1, 067 374 Illinois . 34 a83 208 054, 690 1, 416 3, 171 62, 134 318 681 Indiana . 18 18 37 a2, 661 755 1, 443 823 127 21 Iowa . . . 42 68 77 a4, 395 2, 002 2, 010 2,537 381 324 Kansas . 3 4 18 a295 6 74 15 65 6 Kentucky . 49 a91 149 a3, 603 1, 302 2, 141 2, 225 569 375 Louisiana . . 11 al5 20 05464 136 228 238 4 02 Maine . 22 37 41 al, 917 1, 052 760 851 198 135 Maryland . 34 95 57 2, 261 1, 289 972 1, 590 348 771 Massachusetts . 47 80 135 2, 584 1, 033 1, 551 1, 624 525 884 Michigan . 8 22 37 1, 003 366 637 604 116 122 Minnesota . 17 a45 42 052, 041 1, 025 888 1, 309 172 233 Mississippi . 26 29 54 2, 382 1, 118 1, 264 1, 681 322 112 Missouri . 24 a63 69 2, 636 1, 329 , 1, 307 1, 712 461 254 Nebraska . 3 8 5 al85 49 41 74 16 New Hampshire . 27 40 41 1, 741 949 792 1,091 405 173 New Jersey . 50 120 124 053, 723 1, 969 1, 649 2, 060 617 1,457 New York . 194 527 671 0519, 765 9, 847 8, 848 13,036 3, 387 4, 003 North Carolina . 33 53 49 052, 657 1,474 1,108 1 1, 858 566 202 Ohio . 45 a84 133 053, 450 1,333 1, 889 1, 512 365 181 Oregon . 14 21 47 al, 469 444 823 690 161 82 Pennsylvania . 88 226 337 6,346 3, 553 2, 793 3, 873 965 1, 207 Rhode Island . 6 12 33 302 136 220 260 111 150 South Carolina . 10 j 21 22 al, 614 629 523 1,158 111 40 Tennessee . 63 100 119 055, 852 2, 809 2, 772 3, 991- 684 323 Texas . 24 a66 49 052, 746 1,336 1, 209 1,418 206 681 Vermont . 31 a61 88 a2, 413 930 1,212 2, 014 538 444 Virginia . 30 52 71 1, 950 928 1. 022 1, 388 354 261 W est Virginia . 9 4 25 a921 186 645 311 53 12 "Wisconsin . 22 a81 82 1, 985 838 1, 147 1, 144 379 814 District of Columbia . 26 <- 50 59 al, 385 460 718 933 166 186 Indian Territory _ 3 3 cr 237 89 148 160 28 New Mexico . 7 27 7 915 502 413 644 16 130 Utah . 15 15 68 a2, 282 983 1, 126 1, 306 90 122 W ashington Territory . . . 2 3 11 108 - 18 90 105 27 2 W yoming _ _ _ _ _ 1 a23 . 1 Total . j 1, 264 | 2,611 3, 398 allO, 277 50,169 54, 030 67, 300 15, 273 16, 018 a Sex not reported in all cases. SECONDARY INSTRUCTION. CVII institutions for secondary instruction. Number of students. e-e Libraries. Property, income, &c. Preparing for classi- 1 cal course in college. Preparing for scien¬ tific course in col¬ lege. Entered college since close of last aca¬ demic year. Entered scientific school since close of last academic year. Number of schools which drawing is tau^ Number of schools which vocal music taught. Number of schools which instrumen music is taught. Number of volumes. Increase of volumes in the last school year. Value of grounds, buildings, and ap¬ paratus. Amount of produc¬ tive funds. Income from produc¬ tive funds. Receipts for the last year from tuition fees. 31 1 25 6 6 9 9 6, 150 635 $99, 000 $10, 757 14 26 6 1 2 5 40 20 23, 000 $4, 000 $600 4, 000 486 403 31 27 20 16 18 10, 970 710 521,200 15, 000 1, 050 99, 075 13 2 2 2 400 16 120, 000 2, 070 122 25 24 6 26 21 30 11. 606 410 512, 700 257, 500 3, 240 57, 686 72 27 9 8 7 8 1, 800 180 88, 700 7, 000 400 16, 700 40 11 4 3 5 5 3 2,120 88 64, 000 83, 400 4, 400 3, 500 477 196 85 23 25 39 50 6,400 195 292, 525 75, 000 4, 760 58, 039 44 26 23 13 17 19 19 11, 992 842 942, 585 32, 000 5, 177 124, 222 99 107 30 12 7 7 5 3, 220 65 147, 500 41, 400 4, 196 14, 235 278 234 115 36 21 25 21 7, 956 651 318, 150 46, 876 1, 640 33, 212 2 2 2 110 32, 000 11, 500 249 150 54 12 20 32 38 10, 450 630 364, 250 12, 600 1, 996 75, 407 8 10 42 3 6 5 9 057 40 15, 500 2, 186 109 41 23 11 10 8 15 7, 993 206 222, 000 85, 642 5, 561 20, 157 113 83 58 7 21 19 20 26, 865 566 1,218, 520 709, 000 42, 340 26, 610 132 27 27 2 34 31 23 30, 451 288 886, 500 758, 702 ' 47, 499 55, 578 39 18 40 5 7 5 5, 649 385 143, 000 28, 000 2, 263 24, 846 77 81 48 16 8 12 13 4,247 219 262, 750 20, 940 1,865 17, 137 244 211 26 6 8 13 14 7, 255 536 144, 000 30, 000 2, 500 23, 261 94 109 6 3 12 19 19 14, 148 1, 673 238, 500 32, 000 5, 295 71, 745 16 2 3 3 600 600 21, 500 13, 973 1, 500 120 14 15 19 11 12 12 11, 210 341 188, 700 146, 027 19, 608 15, 183 265 103 63 21 32 32 30 17, 933 1, 256 688, 459 57, 500 3, 615 98, 267 1, 228 492 290 97 136 120 121 126, 095 13, 525 3, 433, 311 426, 681 21, 915 470, 962 328 100 55 14 12 16 17 10, 375 741 178, 550 3, 600 1, 550 34, 710 139 93 61 20 17 27 27 21, 230 1, 038 419, 200 108, 250 6,774 25, 010 67 86 14 7 5 10 9 5,450 95 120, 000 18, 870 1,770 16, 458 299 38 74 14 68 54 56 53, 761 1, 525 4, 644, 900 6, 049, 000 728, 048 115, 421 41 10 7 1 3 3 4 8, 858 1, 069 410, 000 100, 000 12,000 21, 000 37 8 23 1 4 4 4 2, 480 510 79, 900 5,448 254 175 110 14 18 38 41 7, 635 295 249, 750 27, 000 1, 700 44, 130 131 117 61 3 12 12 12 5,940 215 122, 050 10, 000 500 29, 357 207 65 56 22 19 20 25 13, 223 288 383, 825 96, 700 5, 333 26, 145 85 26 36 6 13 14 14 13, 275 650 238, 200 4, 000 4, 540 28,134 20 4 6 6 3, 600 51, 500 10, 000 500 1, 350 27 23 53 5 12 12 11 13, 232 361 349, 300 28, 000 600 29, 765 63 4 5 16 16 15 6 620 56 86, 100 11, 986 3 1 2 1 600 30, 000 18, 223 26 40 100 4 2 3 4 3 030 130 51, 000 10, 450 41 105 4 25 7 12 8 2, 466 371 102, 425 96, 927 5, 040 22, 030 3 2 2 2 1, 200 740 10, 700 5, 160 1, 000 6, 138 | 3, 259 1, 726 462 657 719 746 501, 132 32, 271 18, 515, 750 9, 435, 588 1 1 966,498 | 1, 765, 689 b 150 of these are in both English and classical courses. CYIII REPORT OF THE COMMISSIONER OF EDUCATION. Tlie number of institutions for secondary instruction included in Table VI is 1,264. These include endowed academies, institutions under the patronage of religious de¬ nominations (managed generally by boards of trustees), and private schools whose con¬ duct and studies are at the discretion of the principals and whose income is usually wholly derived from tuition fees. Productive funds of $10,000 and upwards are re¬ ported from 93 institutions. The totals of productive funds and of volumes in libraries for the various sections of the country are as follows : Productive funds. Volumes in libraries. Middle Atlantic States . . . . . . . . .... $7, 253, 181 1, 444, 571 319, 439 202, 000 85, 600 33, 870 239, 729 83, 341 68, 526 42, 777 36, 423 16, 420 N ew England States . - . . . Northern Central States . . . Southern Atlantic and Gmlf States . . . . Southern Central States . Pacific States . . - . . . . . . . . . Receipts from tuition fees represent the chief support of schools in Table YI, and it is worthy of note that the total from this source for 1880, viz, $1,765,689, is nearly as great as the amount reported for universities and colleges, Table IX, viz, $1,881,360. The institutions differ as widely in curriculum as they do in endowments, income, and appliances, some being engaged largely in primary work, while others embrace collegiate studies in their course. The number of teachers reported in the schools of Table VI in 1880 was 6,009, of whom 3,398, or more than one-half, were women. A like proportion is noticeable in Tables I and II so far as the sex of teachers is specified ; whence it appears that the education of American youth in the elementary and secondary stages, both in pub¬ lic and private schools, is mainly imparted by women. In this respect the United States differs from every other nation, and the question naturally arises, and has al¬ ready been discussed by some of the most thoughtful educators, whether the contin¬ uance of this excess of female teachers will not involve the sacrifice of some of the conditions essential to the development of strong, self reliant characters and that early knowledge of affairs which is especially important in the case of boys. The number of students reported in the schools of Table VI was 110,277, of whom 50,169 were males and 54,030 females, the sex of 6,078 not being given. Coeducation, it will be seen, is a characteristic of this class of schools. The proportion of students in the modern languages increases a little, from year to year, which probably is due to the increase of students fitting for the higher scientific courses and for active business pursuits. About one-tenth of the pupils are nominally preparing for college, but judging from the record of previous years a much smaller proportion will enter college. It would appear from this collection of data that these secondary schools complete the education of upwards of 90 per cent, of their scholars. Whether then the relation of secondary schools to the whole scheme of education or the amount of money expended on them be considered, it seems evident that there should be some means of arriving at a better understanding of what they actually contribute to public intelligence. It would be neither possible nor desirable to bring them all to one uniform stand¬ ard ; but it is proper to look to them for the development of a scheme of instruction which shall accomplish the best results for those going thence to the active duties of life. In the early years of instruction the perception of principles is feeble and the range of attainments limited. It is the province of secondary schools to form intel¬ lectual tastes, to excite vigorous mental action, and to awaken intelligent interest in PREPARATORY SCHOOLS. CIX all subjects of knowledge. It must be acknowledged that this is the weakest part of our system of education and that which in the nature of things it is most difficult to improve. Parents are too often indifferent to the evils ; incompetent teachers are op¬ posed to all restrictions, and the able teachers engaged in the secondary schools are too much burdened with their immediate responsibilities and too widely scattered to cooperate readily in any plan for the protection and elevation of their work. Our people are beginning to realize the folly of exposing professional training to the un¬ certainties of individual caprice and pretension, and we can but hope that something of the same jealous care which is now exercised with reference to the schools of law and medicine may be extended to the secondary schools. Guarantees of excellence can with propriety be required from all chartered institu¬ tions. If this were done and the incorporated schools in each State held to definite standards, those of merely private character would, as a consequence, cease to exist or would conform to the same requirements. The Harvard examination for women, instituted in 1873, was an important meas¬ ure directed to the improvement of secondary education for girls. It has been limited, however, in its effects, and has not been followed by similar action on the part of other institutions. TABLE VII. — PREPARATORY SCHOOLS. Detailed statistics of preparatory schools will be found in Table VII of the appendix. The following is a comparativ e statement of the statistics of these schools as reported to the Bureau from 1873 to 1880, inclusive : 1873. 1874. 1875. 1876. 1877. 1878. 1879. 1880. Humber of institutions . 86 91 102 105 114 114 123 125 Humber of instructors . 690 697 746 736 796 818 818 860 Humber of students . 12, 487 11,414 12, 954 12, 369 12, 510 12, 538 13, 561 13,239 Table VII. — Summary of statistics of preparatory schools. California . Colorado . Connecticut . Georgia . Illinois . Indiana . Iowa . Maine.- . Maryland . Massachusetts .. Michigan . Missouri _ _ Hew Hampshire. Hew Jersey . Hew York . Ohio.^ . . Humber of schools. Humber of instructors. Humber of students. Preparing for classical course in college. Preparing for scientific course in college. -2 s nj C -£ g A S Entered college since close of last aca- demio year. Entered scientific school since close of last academic yoar. 6 43 0295 51 182 33 24 1 5 44 234 44 571 31 13 2 6 7 3 150 86 3 6 39 o253 79 153 12 20 1 4 15 10 2 9 2 52 2 6 20 0584 218 25 2 3 15 16 10 237 7 3 23 167 ol, 408 174 1, 200 192 39 1 6 5 13 79 7 1 18 35 40 304 10 6 6 39 443 53 203 74 8 5 38 0148 41 258 18 8 22 169 0944 257 1, 012 113 34 5 60 276 41 362 59 8 a Includes preparatory-scientific and other students. cx REPORT OF THE COMMISSIONER OF EDUCATION. Table VII. — Summary of statistics of preparatory schools — Continued. States. Number of schools. Number of instructors. Number of students. Preparing for classical course in college. Preparing for scientific course in college. Other students. Entered college since close of last aca¬ demic year. Entorod scientific school since close of last academic year. Pennsylvania . . . . 11 66 a573 60 430 34 21 Rhode Island . 4 41 a369 21 257 20 4 South Carolina ...... _ - _ _ 1 4 20 130 1 1 Tennessee _ _ _ _ ......... _ _ _ 2 9 al46 20 28 V erxnont _ ..... _ 2 7 16 12 170 3 Virginia . 5 18 al77 14 20 37 3 ■Wisconsin . 5 38 128 69 165 6 2 Total . 125 860 a6, 094 992 6, 153 790 227 a Includes preparatory-scientific and other students. Table VII. — Snmmai'y of statistics of preparatory schools — Continued. States. Libraries. Property, income, &c. Number of volumes. Increase in the last school year. Value of grounds, buildings and appa¬ ratus. Amount of productive funds. Income from produc¬ tive funds. Receipts for the last year from tuition foes. Califirvmia, _ _ _ 5, 850 150 $227, 000 $15,880 Colorado _ _ _ _ _ _ Connecticut . 6, 300 200 325, 000 $34, 000 $400 5, 950 Oeorgia. _ ... 100 55, 000 50, 000 3, 500 3, 000 Illinois . . . 5,650 50 56, 500 16, 287 15, 795 Indiana _ _ ........ _ .............. _ Iowa . . . 2,400 80, 000 4, 250 750 1, 130 Maine . . . . . . . 1, 450 61, 000 38, 333 2, 026 3,286 "Maryland _ _ _ _ 2, 000 100 25, 000 13, 300 Massachusetts . 49, 800 1, 050 1, 251, 257 617, 547 29, 143 103, 537 Michigan ... 500 150 50, 000 "Missouri _ _ _ _ _ 65, 000 25, 000 New Hampshire . 8,581 308 345, 000 345, 588 19, 651 10, 719 New Jersey . . . 3, 100 600 216, 000 20, 000 1, 200 5, 200 New York . 15, 350 1, 214 1, 246, 904 65, 000 8, 033 41, 619 Ohio 25, 800 140 225, 000 17, 500 Pennsylvania . 4, 825 295 324, 800 60, 000 3, 600 42, 700 Rhode Island*. . 1, 650 50 217, 000 100, 000 6, 000 21, 518 Smith Carolina _ _ 50 5, 000 250 TprinpHSfift _ _ 511 300 5,500 2, 000 Vermont 800 20,000 1, 675" Virginia, _ _ _ _ 7, 400 415 23,000 1, ooo W.isoon sin _ . _ 4, 400 125 192, 200 10, 000 5, 100 Total . 146, 517 5, 147 5, 016, 161 1, 344, 718 90, 590 336, 159 PREPARATORY INSTRUCTION. CNI The institutions embraced in Table YII are of a more uniform grade than those in Table YI, and have in general more definite aims and courses of study and more exact standards. The 125 schools reported are distributed as follows: in the six New Eng¬ land States, 46 ; in the six Middle Atlantic States, 46 ; in the four South Atlantic States, 8 ; in the four Gulf States, none ; in the six Southern Central States, 3 ; in the nine Northern Central States, 21 ; and in the three States of the Pacific coast, 6. Eight of the schools reported from the New England States are public high or Latin schools, and of the remainder the greater number are endowed schools, having ample teaching force, libraries, laboratories, &c. It will be observed that 44 per cent, of the property value, 84 per cent, of the productive funds, and 63 per cent, of the income from productive funds represented in the table are from the six New England States. New York and Pennsylvania make up the larger proportion of the remaining property value and productive funds. There is reason to believe that if the figures should be made com¬ plete for the country nearly the same ratios would obtain. From an examination of the statistical summary of students in classical and scien¬ tific preparatory courses it appears that they are distributed as follows in the various sections : 1 1 •d Pi cS be 00 *-2 © * Middle Atlantic States. Southern Atlan¬ tic States. 03 © $ C/2 Southern Cen¬ tral States. Northern Cen¬ tral States. © 6 o So o O o ct ? 02 1-4 Secondary schools . 913 2, 831 1, 197 753 1, 065 1, 314 1, 042 Preparatory schools . . 3, 358 60 2, 240 2,625 30 221 891 346 Preparatory departments of universities 1, 271 1, 066 1, 870 6, 108 563 and colleges. This shows that in the New England States more than three-fourths of the students reported as preparing for college are in schools classed in Table YII. In the Middle Atlantic States they are nearly equally divided between the three classes of institu¬ tions ; in the Southern Atlantic, Gulf, and Southern Central States more than half the whole number of such students are in the preparatory departments of universities and colleges ; while in the Northern Central States nearly three-fourths are thrown upon the institutions for superior instruction. It will be found that where the pre¬ paratory grade of instruction has been committed to schools specially devoted to the work it has been most thoroughly systematized, shows a better coordination of stud¬ ies and closer cooperation with the aims of advanced institutions. Preparatory work, when performed by the college professors and paid for out of college revenues, be¬ comes a heavy burden upon the college itself. The foregoing analysis of these tables points clearly to the greater need of endowments for secondary instruction, especially in the West and South. CONNECTION OF HIGH SCHOOLS WITH STATE UNIVERSITIES. In 1871 the experiment was instituted of admitting to the University of Michigan the graduates of the State high schools without other examination than an inspection and approval by the faculty of the course and methods of instruction in these schools. The immediate object of this measure was to bring the various departments of public education into complete harmony with each other in order to prevent waste by the duplication of instruction in different grades or by breaks between the grades. Since the adoption of the policy in Michigan it has been generally extended in the North¬ western States: The extension of university privileges to women has resulted in the establishment of a number of excellent preparatories for girls. Of these the Girls’ Latin School, Boston, Mass., should be particularly mentioned. It is a public school organized in CXII REPORT OF THE COMMISSIONER OF EDUCATION. 1879 for tlie purpose of affording girls the opportunity of thorough and complete prep - aration for college, the course of study and the examinations being identical with those of the Latin School for Boys. The following courses of study, republished from the catalogues of four of the oldest preparatories, show the kind and degree of preparation which meet the requirements of the leading colleges in our country : PHILLIPS ACADEMY. ANDOVER, MASS., CLASSICAL DEPARTMENT. Preparatory year. — First term (16 hours a week) : Latin grammar (Allen and Green- ongh); Latin lessons (Jones); arithmetic (Eaton); English grammar. Second term (16 hours a week): Latin grammar and lessons; exercises in writing Latin; arith¬ metic; English analysis. Third term (16 hours a week): Caesar, Gallic War, Books II, III ; exercises in writing Latin ; arithmetic completed ; algebra begun ; English composition. Junior year. — First term (16 hours a week) : Caesar, Gallic War, Books I, IY ; Latin composition (Jones) ; Latin at sight ; Greek grammar (Hadley) ; Greek lessons (Coy’s Mayor) ; algebra, through simple equations ; Roman history, ancient geography, twice a week. Second term (16 hours a week) : Caesar, Gallic War, Books Y, VI, VII ; Latin composition, to exercise XXI ; Greek grammar and lessons ; algebra, to quadratics ; Roman history, ancient geography, twice a week. Third term (16 hours a week) : Cicero, in Catilinam, I, II, III ; Anabasis (Goodwin’s Reader), Book I, cap. 1-8 ; Greek at sight ; algebra completed ; Roman history completed, twice a week. Middle year. — First term (16 hours a week) : Cicero, four orations, Latin at sight-; Anabasis, Book II; Greek at sight; Goodwin’s Greek Moods and Tenses; French grammar (Otto); Latin composition; Greek composition; Greek history; English authors, once a week. Second term (17 hours a week) : Virgil, iEneid, Books I, II ; prosody ; Goodwin’s Greek Reader, to page 91 ; French prose authors ; Greek history, Greek composition, once a week. Third term (16 hours a wepk) : Virgil, iEneid, Books III, IV ; Eclogues ; Greek reader, to page 112 ; reviews at sight ; French, prose authors ; higher algebra ; physics (Arnott), parts I and II ; Greek history, Greek composition, once a week. Senior year. — First term (17 hours a week) : Virgil, iEneid, Books V-X ; Div. I, Herod¬ otus, Farrar’s Greek Syntax ; Div. II, Xenophon, Greek etymology reviewed ; geom¬ etry ; Greek composition, Latin composition, once a week. Second term (16 hours a week) : Div. I, Virgil, Georgies ; Sallust, Catiline ; Div. II, Cicero, De Senectute, Epis- tolse, at sight ; Homer, Iliad (Div. I, five books ; Div. II, three books) ; algebra, review begun ; Greek composition, Latin composition, once a week. Third term (16 hours a week): Cicero, completed; Greek reader, completed; algebra, review completed; Latin and Greek reviewed ; arithmetic and geometry reviewed. Elocution and art of composition. — One recitation a week in each class is devoted either to elocution, English composition, or written translations. PHILLIPS EXETER ACADEMY, EXETER, N. H., CLASSICAL COURSE. Preparatory class. — First term: Latin, Allen and Greenough’s grammar, Leighton’s Latin Lessons, Pennell’s Latin Subjunctive ; mathematics, Wentworth and Hill’s arith¬ metic ; history, Barnes’s United States. Second term : Latin, grammar and lessons, Caesar’s Gallic War (Books II, III), exercises in writing Latin, Bennett’s First Latin Writer ; mathematics, arithmetic finished ; history finished. Third term : Latin, Caesar’s Gallic War (Books I, IV, V, VI), Bennett’s First Latin Writer to page 116 ; mathematics, Hill’s Geometry for Beginners ; English, Lamb’s Tales from Shakespeare. Junior class. — First term : Latin, Caesar’s Gallic War (Book VII), Civil War (Book I), reading at sight and writing Latin through the course ; Greek, Goodwin’s grammar, White’s lessons; mathematics, Wentworth’s Elements of Algebra; ancient history, Pennell’s Greece ; ancient geography. Second term : Latin, Virgil (rEneid, Book I) ; Greek, grammar and lessons continued ; mathematics, algebra continued ; ancient history, Pennell’s Greece, finished ; ancient geography. Third term : Latin, Virgil (iEneid, Book II), Bennett’s First Latin Writer finished ; Greek, Anabasis (Book I), exercises in writing Greek begun and continued through the course ; mathematics, algebra finished ; ancient history, Pennell’s Greece ; English, Goldsmith. Middle class. — First term: Latin, Virgil (iEneid, Books III and IV), Eclogues; Greek, Anabasis (Books II, III, and IV), Greek Testament ; mathematics, Wentworth’s Plane Geometry (Books I, II, III, and IV), Wentworth’s Geometrical Exercises ; i>hye- ics, Arnott’s; English, Sliakspeare. Second term: Latin, sight reading, Virgil (JEneid, Books V and VI); Greek, extracts from Hellenica, Greek Testament; math¬ ematics, plane geometry finished, geometrical exercises; physics, Amott’s, to page 185 ; history reviewed ; English, Goldsmith. Third term : Latin, Caesar and Virgil reviewed; Greek, Xenophon at sight ; mathematics, arithmetic, algebra, and geometry reviewed; physics reviewed ; history reviewed ; English, Scott. PREPARATORY INSTRUCTION. CXIII Senior class. — First term: Latin, Cicero (orations against Catiline, oration for the poet Archias), Virgil (iEneid, VII, VIII) ; Greek, Heroclotns (Book VII) ; mathematics, Wentworth’s Solid Geometry; French, Otto’s Grammar, Brette’s French Principia (Part II); German, progressive German course, MacMillan’s (Parts I, 11), German Principia (Part II), Eugene Fasnacht (Parts I, II) ; physics, Arnott’s. Second term: Latin, Ovid, Virgil, iEneid (IX, X, XI, XII) ; Greek, Homer (Books I, II, III) ; math¬ ematics, Wheeler’s Plane Trigonometry, Pierce’s Logarithms ; French, reading, Lo Franassages; Homer’s Iliad (Books I— III), or an equivalent, with study of prosody; (2) committing passages to memory; (3) Greek composition, oral and written. English: (1) Reading and study of the English required for admission to college ; (2) recitation of prose and poetry ; (3) writing translations and compositions. French or German: (1) Prepared and sight translations, oral and written, of one or more French or German classics ; read¬ ing a history of France or Germany; (2) committing passages to memory ; (3) oral PREPARATORY INSTRUCTION. CXV and written exercises in French, or German composition. Mathematics: Plano geome¬ try completed. Miscellaneous : Gymnastics or military drill for hoys; calisthenics and vocal music for girls. Notes. — To meet the special needs of those pupils who propose to enter college with the maximum requirements in mathematics and science instead of the maximum in Latin and Greek, they will he allowed — if the circumstances of the school permit and the principal consent — (1) to take the maximum either in mathematics or in science, in place of either the Latin or the Greek of the first class ; or (2) to take the maxi¬ mum both in mathematics and in science, in place of the Latin and the Greek of the first, class. In studying a foreign language, ancient or modern, emphasis is to be given to the oral reading of it, especially in the early part of the course. The main objects to be accomplished are ability (l) to translate readily and correctly into English; (2) to understand the language from reading it, without the necessity of translating it into English. Not less than three hours a week are to be given to the English language and liter¬ ature throughout the course. Of the twenty-five school hours in a week, two hours are to be given to gymnastics or military drill for the boys and to calisthenics and vocal music for the girls, and at least five hours — one each day — to study. THE ROUND HILL SCHOOL IN 1826. The courses of study given above may be contrasted with that of the Round Hill School at Northampton, Mass., fifty-four years ago. This preparatory school was established by Messrs. Joseph G. Cogswell, afterwards the first superintendent of the Astor Library in New York City, and George Bancroft, since known and honored everywhere as the greatest of American historians. These principals employed ten as¬ sistant teachers. At the time referred to in The American Journal of Education for 1826, which is my authority for these statistics, there were 112 boys in attendance. Some of the studies pursued were as follows : Greek : 33 in seven classes, using Butt- inann’s Grammar, Jacobs’ Reader, the Grasca Majora, Homer, and the tragedians. Latin: 95 in twelve classes, using Adams’ Grammar, Jacobs’ Reader, Cornelius Nepos, Livy, Cicero, Virgil, Tacitus, and Sallust, other works from the wide range of the literature of Rome being selected whenever thought proper. French : 110 in thirteen classes, the text books being Wanostrotht’s Grammar and Hentz’s Reader and Manual, with selections from Moliere, Bossuet, Voltaire, and other writers of eminence. The upper classes were trained to speak and write the language. Spanish : 54 in ten classes, using Sales’ translation of Josse’s Grammar, the Coleccion Espanola, Don Quijote, Gil Bias, the Cartas Morueccas, and Comedias de Moratin. German : 12 in two classes, chiefly using Schiller’s Thirty Years’ War. Italian: one class. Mathematics: Arith¬ metic, six classes; the rest of the school pursuing algebra, geometry, trigonometry, and the application of algebra to geometry. English : obligatory for all students ; grammar, reading, declamation, and composition in twenty-four classes. Gymnas¬ tics : daily for all pupils. Special courses in history, moral philosophy, Roman antiq¬ uities, mercantile arithmetic, and higher mathematics were also afforded. The recitations and studies seem to have occupied from 7 to 8£ hours daily, accord¬ ing to the age of the pupils. The younger pupils retired at 8, the others at 9 o’clock, all arising at 5 in the morning. The small classes and the numerous instructors were admirable, though doubtless expensive, parts of the training. Dr. Cogswell, distinguished as a scientist, a literary man, and a librarian, rests from his labors in an honored grave ; Mr. Bancroft is still with us, now a resident of this city, and a diligent and methodical worker in his chosen field of labor. Though the Round Hill School was closed long ago, its example and its work are not lost.1 1 The following extracts from the announcement of this excellent academy for the year 1826 are worthy of fresh and frequent perusal, both as expressing the opinions of distinguished men on impor¬ tant topics and as showing a sobriety and width of culture unhappily too seldom found at any time in the work of education : Education acknowledges a twofold object: the culture of the human powers and preparation for actual life. If the last is made the sole object, education neglects its most exalted office and becomes subservient to worldly prudence. * * * The knowledge which is to be of daily use has unquestion¬ ably the first claim. But we are not to stop there. * * * We consider the study of the English language of the first importance. One instructor is exclu¬ sively devoted to elocution. * * * The art of declamation may be taught as well as any other, and CXVI REPORT OF THE COMMISSIONER OF EDUCATION. COURSES PREPARATORY TO HIGHER SCIENTIFIC STUDY. The requirements for admission to the scientific departments of colleges and to schools of science are not so great as those for admission to classical collegiate courses. The applicant must pass an examination in common English branches and in a certain amount of history, algebra, geometry, and miscellaneous subjects. This amount may best be shown by stating the higher studies which must have been pursued by appli¬ cants for admission to several leading institutions. The Towne Scientific School of tho University of Pennsylvania examines applicants in ancient as well as modern geog¬ raphy, in algebra through quadratic equations, and in the first four books of Chauve- net’s geometry. The Rensselaer Polytechnic Institute, Troy, N. Y., requires an equal quantity of mathematics. The Stevens Institute of Technology, Hoboken, N. J., exam¬ ines in a slightly increased amount of algebra and geometry, in the definitions and elementary problems of trigonometry, and in universal history. The conditions of admission to the Massachusetts Institute of Technology, Boston, Mass., include alge¬ bra through equations of the second degree, plane geometry, and French grammar through irregular verbs, and the reading of two books of Charles XII or an equiva¬ lent. The requirements of the Lawrence Scientific School of Harvard University are unusually rigid. Iu addition to the customary mathematics, plane and analytical trigo¬ nometry is expected of all applicants, and advanced algebra and solid geometry are also required for admission to two of the more mathematical courses. The elements of physics and chemistry, four books of Caesar, and four of Virgil, and the trans¬ lation at sight of easy German or French make up the requirements in science and the languages. Preparatory schools do not rest content with preparing their pupils to pass the average examination for admission to a scientific school. Branches are taught which enable students to pursue with ease and advantage the higher courses upon which they intend to enter. The elements of natural science, the rudiments of French and Ger¬ man, and subjects which afford general culture are given prominence. Frequently the scientific course is the classical course, with Latin and Greek omitted and the time required for its completion shortened. Sometimes the most elementary studies each individual soon attains that degree of excellence which his genius allows. Exercises in writing English are early commenced and never relinquished. Connected with the school there are native teachers of the four most important continental lan¬ guages, the French, Spanish, German, and Italian. * * * We do not mean to carry a just admiration of the classics to an excess. Of the hoys who have thus far been offered ns, there are some to whom we have taught no Latin, and more who have no Greek. Yet we have provided the means of pursuing classic learning to any extent that may be desired. The question respecting the relative advantage of literary and scientific pursuits has been much agitated. We favor the former, because they exercise intimate and direct influence on morals; but education would be imperfect without the latter. A very considerable proportion of time is assigned to the mathematics, we consider the study of them in connection with the languages as essential to the best discipline of the mind. * * * Each individual is to be educated according to his powers, and fitted to serve his country in some useful station. But where an opportunity is offered, more must be attempted than merely to prepare for the ordinary duties of society ; the stores of ancient and modern learning are to be opened, and according to the talents of the individual the various branches of knowledge, such as may improve the mind, or confer valuable skill, or impart useful information, or furnish the materials of thought, are to be pursued. Yet the great end of general education is to inculcate those principles which may be the guide of life and conduct. * * k Acquaintance with a particular science may prepare for a particular station ; but the principles of virtue and prudence are of universal value, and, in connection with habits of intellectual action and a taste for intellectual pleasures, form the characteristics of liberal education. These principles are universally the same in whatever age they may have been uttered, in whatever lan¬ guage they may have been expressed. Here is the reason why the ancient orators, poets, and philoso¬ phers are still to be read. Moral truths are eternal ones. The aspect of every science is changing as fast as new discoveries are made, and new investigations render ancient treatises obsolete. Both Homer and Herodotus cannot become antiquated until simplicity and moral feeling change their nature, nor the works of men like Sophocles and Demosthenes lose their dignity till the laws of finished beauty and eloquence, till reason and sentiment, become differently modified. Nor will these and some few other ancient writers cease to be of practical value till the number of powerful writers shall have grown so large as to hide them in the crowd, or the light of genius have shed abroad its bright beams so abundantly as to outshine their lustre. * * * We are deeply impressed with the necessity of uniting physical with moral education. * * * The whole subject of the union of moral and physical education is a great deal simpler than it may at first appear. And here, too, we may say that we were the first in the new continent to connect gymnas¬ tics with a purely literary establishment. * * * To be spared the necessity of punishing is one great object in discipline, and that can be done only by preventing faults. Hence the superiority of precautionary discipline for boys, for whom, indeed, no other is suited. For how can you expect the hard virtues of industry and self denial to be exer¬ cised by those who have as yet neither fixed habits nor established principles, unless they are assisted in doing what is right and defended against all temptations which they are not prepared to resist? * * PREPARATORY INSTRUCTION. CXYII are introduced. It is not necessary in describing courses to mention 1 lie more element¬ ary studies when they occur, or even algebra, plane geometry, physical geography, English composition, and United States history, which are common to all. The sci¬ entific department of the Columbia Grammar School, in which preparation is made for the School of Mines of Columbia College, New York City, provides instruction in chemistry, physics, geology, physiology, astronomy, logic, English literature, and po- litieal economy. The Berkeley Gymnasium, a school preparatory to the University of California, has a scientific course four years in length. The first two years are devoted to the usual studies, with chemistry and geology added. The remaining years of the course are divided as follows : Second class: First term, German or French and algebra throughout the term; United States history and Roman history, half a term each. Second term, German or French throughout the term, rhetoric and geometry four-fifths of the term, Roman history one-half of the term, history and arithmetic one-fifth of the term. Essays are required throughout the year. First class : First term, algebra and German or French throughout the term ; United States, Grecian, and Roman history, each one-half term. Second term, German or French and gramma r of grammars throughout the term, rhetoric four-fifths of the term, geometry three-fifths, algebra and arithmetic two-fifths, and historical review one-fifth. Original speeches continue throughout both terms. The preparation for higher scientific education receives much attention in YVilliston Seminary, Easthampton, Mass. The junior class in its scientific department pursues only elementary branches. The studies of the other classes are as follows (the figures denote the number of hours occupied weekly in class room exercises) : Junior middle class. — First term: Algebra (Loomis), 5; anatomy and i>hysiology (Hitchcock), 5; ancient history (Swinton), or Latin with junior class, 5; freehand drawing, 2; English readings, with spelling, 1. Second term: Algebra, continued, 5; zoology (Dana), 5; modern history, or Latin with junior class, 5; outline drawing, 2; English readings, with spelling, 1. Third term : Algebra, completed, 5 ; botany (Gray), 5; Constitution and Government of the United States, or Latin with junior class, 5; perspective drawing, 2; English readings, with spelling, 1. Middle class. — First term: Geometry (Wentworth), 5; physical geography (Guyot), 4 ; lectures on physics, 1 ; rhetoric, or Latin with junior middle class,1 5 ; drawing from models, 3 ; English readings, 1. Second term : Geometry, continued, 5 ; physics (Avery), with lectures, 5 ; English literature, or Latin with junior middle class,1 5 ; geometrical drawing, 3: English readings, 1. Third term: Plane and spherical trigonometry (Chauvenet), 5; physics, with lectures, 5; English literature, or Latin with junior middle class,1 5; projections, 3; English readings, 1. Senior class. — Seniors will select from this schedule, at the beginning of the year, the course to be pursued', taking not less than 20 hours of work a week : First term : Spherical trigonometry, astronomy (Loomis), 5; descriptive geometry (Church), 5; chemistry (Roscoe’s elementary), 5; political economy,1 5; Latin, with middle clas¬ sical class,1 5; architectural drawing, 4; English readings, 1. Second term: Astron omy, surveying (Gillespie), 5 ; analytical geometry (Peck), 5; chemistry, with labora¬ tory practice, 8; psychology (Hopkins),1 5; Latin, with middle classical class,1 5; mechanical drawing, 4 ; English readings, 1. Third term : Surveying, with field practice, 8; mechanics (Todhunter), 5; geology (Dana), 5; ethics (Haven),1 5; Latin, with middle classical class,1 5; plotting and topography, 4 ; English readings, 1. All classes. — English composition once a month and declamation twice a term. TABLE VIII. — SUPERIOR INSTRUCTION OF WOMEN. Statistics in detail of schools for the superior instruction of women will be found in Table VIII of the appendix. The following is a comparative summary of institutions, instructors, and pupils from 1870 to 1880, inclusive : 1870. 1871. 1872. i 1873. 1874. 1875. 1876. 1877. 1878. 1 1 1879. ; 1880. No. of institutions - 33 ' 136 175 I 205 209 ' 222 225 220 225 227 227 No. of instructors - 378 1,163 1,617 2,120 2, 285 2, 405 2, 404 2,305 2,478 | 2, 323 | 2, 340 No. of students . i 5,337 12, 841 ! 11,288 24, 613 23, 445 ' 23, 795 1 23, 856 23, 022 23,639 i 24,605 25,780 'I 1 In the place of these subjects a two years’ course in French or German is open to members of the middle and senior classes. Partial course pupils can take French or German at any period of thoir course that may be necessary. CXVIII REPORT OF THE COMMISSIONER OF EDUCATION. Table VIII. — Summary of statistics of institu States. A. A Number of institutions. Corps of instruction. Number of instructors in prepara¬ tory department. Students. 1 Total. Male. Female. Number in preparatory de¬ partment. Alabama . 10 80 19 61 i 11 163 California . . . . . 2 ' 32 6 ' 26 5 46 Connecticut . 2 9 4 5 1 1 20 Delaware . . . i ! 9 3 6 2 37 Georgia . 17 1 1 6126 38 75 ! : 17 505 Illinois . 12 688 18 58 1 7 221 Indiana . • . . . 2 11 1 3 8 | 2 36 Iowa . . 3 33 7 26 7 240 Kansas . 1 14 3 11 4 93 Kentucky . „ . 19 152 51 101 20 627 Louisiana . . 5 19 4 15 15 157 | Maine . 2 620 7 5 Maryland . . . . . . . . 5 53 9 44 55 i ‘Massachusetts . 10 190 48 142 1 42 ■Michigan . . 1 10 l 1 9 Minnesota . . . . . . 2 1 18 3 1 15 . 25 Mississippi . . ! 59 14 45 8 378 Missouri . 16 181 26 155 21 689 Nevada _ 1 6 2 4 15 New Hampshire . . . 4 29 8 21 3 164 Nlew Jersey . 2 24 10 14 8 22 ■New York . 16 216 43 173 29 817 North Carolina . 9 60 16 44 6 177 Ohio . 13 6146 34 107 15 230 Oregon . 1 12 1 11 0 35 Pennsylvania . 14 142 45 97 5 268 South Carolina . . . 3 26 7 19 4 163 Tennessee . 15 107 20 87 '21 383 9 53 15 38 12 207 Vermont . 1 10 5 5 94 -Virginia . 13 114 41 73 8 256 W est Virginia . . . . 3 22 6 16 2 54. "Wisconsin . . . . 4 635 5 23 154 Total . 227 62, 106 522 1, 539 234 6, 378 a Classification not reported in all cases. SUPERIOR INSTRUCTION OF WOMEN. CXIX tions for the superior instruction of women. Students. Number of institutions authorized by law to confer collegiate degrees. Libraries. Property, income, &c. Number in collegiate department. Total number in all depart¬ ments. s | C0 d CO 1 o p 2 1 1 d n *3 © d O J-J u o d In special or partial course. Graduate students. Number of volumes. Increase in volumes ini school year. Value of grounds, bui and apparatus. O d p & O £ o 9 O ! d p S o 1 o i ^ 1 ' a26,138 18,603 5, 545 cG,930 '5, 085 903 3, 466 32,553 (1(214,569 (21,618 I A3, 011 1, 132 1 a Sex not reported in all cases. b Includes 148 sex not given. c Classification not reported in all cases. d A small number of scientific students included here. e Includes 57 sex not given. / Includes 155 sex not given. SUPERIOR INSTRUCTION. CXXV universities and colleges — Continued. Collegiate department. Volumes in libraries. Property, income, &c. 05 a CO © P4 O O *3 | 400 4, 900 418,000 328, 313 15, 155 | 15, 327 . j 20,000 1 41, 771 431 14,700 | 805, 000 j 611, 0G0 35, 700 19, 251 112,150 27 60 42, 650 1, 438 4,350 520,500 3, 027, 600 181, 734 j 13, 572 j 30,065 53 30 272, 528 6, 330 40, 070 1,150,000 5, 666, 321 425,958 150, 335 1 295,000 162 12 56, 731 3, 041 7,050 1,353,442 1,081,392 78, 420 81, 700 67, 918 115,000 2 17, 441 2, 116 570 327,650 609, 853 35, 834 7, 265 22, 000 ! 7, 386 4 4 10, 700 415 3, 600 625, 000 652, 061 39, 443 7, 100 2, 000 184 31 101, 605 5, 879 9, 600 1,125,220 1,062,400 66, 110 | 73, 765 27, 000 134, 550 41 3, 900 600 188,000 25, 000 2, 250 1, 800 25, 000 200 25,000 90, 000 6, 000 54, 000 1, 600 125, 000 500, 000 25, 000 16, 000 1,000 100,000 11 41 60, 500 2, 000 21, 800 1, 150, 000 1, 386, 369 88, 625 21, 136 116,616 254 47 237, 224 7, 831 40, 950 7, 266, 773 9, 247, 881 710, 164 474, 229 504 321,265 65 3 29, 543 700 37, 113 539, 000 274, 000 10, 000 27, 500 i . [ 11,120 414 18 312, 572 4, 936 31, 150 3, 091, 421 2, 009, 711 232, 435 120, 948 . 13 1 9, 520 208 1, 200 255, 000 247, 000 21,500 15, 750 2, 500 50, 620 289 25 145, 266 12, 304 71, 989 5, 135, 626 3, 937, 390 199, 368 179, 932 143, 000 3 53, 000 2, 163 643, 637 36, 128 30, 869 70, 306 15 18, 050 625 9, 325 250, 000 492, 000 25, 600 5, 820 32, 000 33 14 46, 963 3, 982 10, 775 1, 451, 500 1, 232, 375 80, 550 46, 810 12, 000 10 13, 287 140 2, 050 295, 000 61, 000 1, 900 - 307630 1 . 31, 552 361 340, 000 275, 000 16, 368 4, 990 16, 700 d70 89, 200 2, 116 31, 500 1, 465, 000 338, 460 21, 518 16, 279 j 8, 130 5, 200 16 1 5 550 735 300 307 000 138 653 8 4G9 5 912 10, 600 123 1 48, 250 5, 133 2, 400 798, 500 783, 022 52, 542 62, 676 43, S97 : 17, 500 13 47,411 250 4, 200 1,150,000 116, 000 2, 200 1,186 £10, 000 18, 000 2, 968 80 3, 000 2, 500 . 1,800 1, 400 100, 000 5, 000 500 2, 500 1,250 1 . 2, 757 411 2, 342, 766 1 '100, 053 1 _ 459, 372 ! '39, 623, 424 ! _ 43, 431, 520 1 3, 014, 048 1 1,881, 360 418, 159 j ! 1 2,225,915 g Includes 24 sex not given. j Includes 243 sex not given. h Includes 20 sex not given. 1c Congressional appropriation . i Includes 149 sex not given. CXXYI REPORT OF THE COMMISSIONER OF EDUCATION. Summary of college entrance examinations in 1880. Name. Location. Number admitted. Number rejected for deficiency in — Conditioned in — 1 Latin. History and geography. 0£ & GC £ o S c o Latin. © O W 1 s © ~cl History and geog¬ raphy. Greek. Mathematics. .... 26 15 5 5 10 11 0 15 5 | 8 32 36 60 15 5 3 5 1 5 5 1 0 0 2 2 0 0 2 1 4 1 34 1 0 0 0 0 8 1 5 6 1 4 4 1 3 o 0 1 1 10 5 12 4 5 1 0 0 0 0 8 8 0 0 0 0 0 0 0 0 0 4 4 1 1 2 3 6 al 29 22 67 69 0 0 0 5 .... 2 2 3 7 9 5 14 11 32 10 2 31 31 0 9 9 0 0 8 3 4 4 2 1 14 15 10 9 University of Alabama* Arkansas Industrial University. College of St. Augustine Wesleyan University* . Illinois Wesleyan Uni¬ versity. Knox College . Lombard University. . . Lake ForestUniversity* Monmouth College . Augustana College .... Illinois Industrial Uni¬ versity. Concordia College . Franklin College . Kartsville University . . Butler University* .... Union Christian Col¬ lege. Earlham College . Griswold College . Parsons College . Upper Iowa University German College . Central University of Iowa. Tabor College . Western College* . St. Benedict’s College*. Concord University*. . . St. Charles College* - Jefferson College* . Bates College* . Loyola College . St. Charles College . Western Maryland Col¬ lege.* Amherst College . Boston College . Tufts College . Williams College Tuscaloosa, Ala. Fayetteville, Ark . . . Benicia, Cal . Middletown, Conn Bloomington, HI . . Galesburg, Ill. . . Galesburg, Ill . . . Lake Forest, Ill. Monmouth, Ill . . Bock Island, Ill. Urbana, Ill . Fort Wayne, Ind. . Franklin, Ind . Hartsville, Ind Irvington, Ind Merom, Ind . Bichmond, Ind . Davenport, Iowa. . . . Fairfield, Iowa . Fayette, Iowa . Mt. Pleasant, Iowa. . Pella, Iowa . Tabor, Iowa . Western, Iowa . Atchison, Kans . New Liberty, Ky . . . Grand Coteau, La. . . St. James Parish, La. (Convent P. O.) Lewiston, Me . Baltimore, Md . Ellicott City, Md.... Westminster, Md . . . 105 475 17 77 28 30 14 44 80 28 146 45 9 16 68 13 13 4 42 25 51 36 35 57 13 96 13 74 50 25 40 113 Amherst, Mass . j 101 41 Boston, Mass . j 40 0 College Hill, Mass . . j 24 15 Williamstown, Mass: 98 67 From Beport of the Commissioner of Education for 1879. ; Conditioned in Latin, Greek, and mathematics. 79 440 17 11 28 18 14 28 50 23 101 SUPERIOR INSTRUCTION. CXXVII Summary of college entrance examinations in 1880 — Continued. Name. Location. Total number of candidates. Number admitted. Number rejected for deficiency in — Without conditions. Conditioned in — Latin. Greek. rj p te a © li History and geography. 3C c feu It o m w 18 17 1 Kalamazoo College .... Kalamazoo, Mich . . . 24 I 12 7 ,3 4 0 i 0 0 0 0 i Carleton College . Northfield, Minn .... 15 2 4 4 5 8 0 0 0 ° i i 267 254 6 al sippi.* 26 26 Washington University St. Louis, Mo . 29] 13 3 4 4 2 1 1 2 2 2 20 6 7 4 5 3 12 1 12 University. 42 17 5 5 20 6 9 College of New Jersey. Prir.ceton, N. J . 161 65 28 29 41 19 2 2 2 i 3 St. Stephen’s College. . . Annandale, N. Y - 12 10 2 0 0 0 0 0 0 0 0 Hobart College . Geneva, N. Y .... _ 21 n 9 2 2 2 o o 2 Madison University . . . . Hamilton, N. Y . 31 21 2 2 8 2 2 1 2 2 Cornell University . Ithaca N. Y 148 61 8 0 43 : 10 15 o 24 Vassar College* . Poughkeepsie, N. Y 45 39 0 0 1 3 i 1 1 0 6 0 2 Union College Schenectady, N. Y . . 67 1 4 5 18 ! 64 University of North Chapel Hill, N. C - 61 45 12 ! 3 15 ! Carolina.* ■ Trinity College* - - - - Trinity College, N.C. 42 15 10 6 8 12 5 Wake Forest College . . Wake Forest, N. C . . 171 Baldwin University .... Berea, Ohio . 40 20 6 3 . 4 3 3 2 3 3 4 Capital University . Columbus, Ohio . 27 I 2 2 4 Denison University _ Granville, Ohio . 27 19 3 5 3 3 Marietta College . Marietta,, Ohio _ 28 11 5 8 10 • 0 0 ! 2 o 0 1 Rio Grande College _ Rio Grande Ohio 7 6 1 1 .. Scio College . Scio Ohio . . 120 50 Heidelberg College Tiffin, Ohio . 30 19 o o o j o 0 Urbana University . . . . Urbana, Ohio . 4 2 Wilmington College* .. Wilmington, Ohio .. 20 10 3 0 0 0 0 0 3 McMinnville College* . . McMinnville, Oreg . . 50 21 0 0 1 0 2 1 2 3 8 Christian College . Monmouth, Oreg. . . . 80 80 Philomath College . Philomath, Oreg .... 17 17 0 0 0 0 0 0 0 0 0 W illamette University . Salem, Oreg . . g 8 Pennsylvania College.. Gettysburg, Pa 40 33 4 5 4 2 Haver ford College . Haverford College, 27 16 4 2 3 2 2 1 2 1 2 Pa. Monongahela College . . ,T I'ffi'.rsnn Pa, 38 38 University at Lewis- Lewisburg, Pa . 28 | 00 11 4 3 9 5 2 2 i : 0 2 burg.* 1 1 *From Report of the Commissioner of Education for 1879. aOf these, 2 were conditioned in several studies, 2 in mathematics and English, and 2 in English alone. 6 Number admitted conditioned in English. CXXVIII REPORT OF THE COMMISSIONER OF EDUCATION, Summary of college entrance examinations in 1880 — Continued. Name. Location. Total number of candidates. Number admitted. Number rejected for deficiency in — . s o S © © © .a C< 1 mdit M roperly so called, without an actual and living connection and communication among its members. By calling for the visiting or examining committees of the fac¬ ulty, the high schools have been brought into that vital connection with the univer¬ sity which makes them parts of an actual organism, and, so far as concerns these schools, our State system no longer exists merely on paper. There are now sixteen of the most flourishing and important high schools of the State holding this relation to the university ; and no one can look into the condition of these schools without feeling satisfied that this connection has had the effect both to animate their students to more earnest effort and to encourage and strengthen the teachers, while it has brought about a more perfect unity of plan and method in the schools of the State in general. In short it gives to our schools, otherwise isolated, a bond of union and a centre of life. We are convinced, as the result of an experiment of ten years, that this cooperative plan, especially if entered into by the few remain¬ ing schools and thus perfected, will give a character of consistency, solidity, strength, and efficiency to the educational work of the State which will leave nothing further to be desired but the uninterrupted operation and movement of the system. The following text of the conditions indicates how carefully the system is guarded: A committee of the faculty will visit, once every year, any public high school in Michigan, on request of its school board, and report its condition to the faculty. If the faculty shall be satisfied from such report that the school is taught by com¬ petent instructors and is furnishing a good preparation for any one or more of our regular courses, then the graduates from such preparatory course or courses will be admitted to the freshman class of the university without examination and permitted to enter on such undergraduate course or courses as the approved preparatory work contemplated. They must present to the president, within three months after their graduation, the diplomas of their school board, certifying that they have sustained their examinations in all the studies prescribed for admission to one of the three courses, classical, sci¬ entific and engineering, or Latin and scientific. They will also be required to appear ;at once in their classes; otherwise they can be admitted only after examination. The privilege of admission on diploma is limited to public schools in Michigan, and their school boards must make the application annually. Since Michigan took the initiative the policy has been generally adopted in the Northwestern States. THB -COLLEGES AND PREPARATORY WORK. CXXXIII The following announcement is made in the register of the University of California for 1880-’81 : The University of California is an integral part of the public educational system of the State. As such it aims to complete the work begun in the public schools. It now desires to place itself in even closer relations and cooperation with the public schools of the State than formerly by receiving, under certain conditions, graduates from high schools without examination. In 1878, the faculty of Yale College announced the acceptance of the final examina¬ tion at the Hopkins Grammar School of New Haven in place of the usual preliminary examination by officers of the college for admission to the freshman class. The experi¬ ment was made with great caution ; a written record of the scholarship of ea jh can¬ didate for his last school year and the papers passed in by him at the last examination, with the marks put upon them by the examiners of the school, were required to be submitted to the faculty. The report of the executive committee of the society of the alumni for 1878 says with reference to this experiment : 11 It has not been made entirely clear to the judgment of the faculty that it will be wise to adopt this as a permanent policy toward any school, but it has some obvious advantages, and will be tried( again the present summer.” The policy continues so far as the Hopkins Grammar School is concerned, but has not been extended to other preparatories. In 1876, it was announced in the catalogue of Dartmouth College that “students from such fitting schools as have a regular and thorough course of preparation for college of at least three years will be admitted without examination, on the certificate of their respective principals that they have completed the curriculum of the senior year and have regularly graduated, and that, in addition to the proper moral quali¬ fications, they have mastered the entire requisites for admission, or their equivalents, as set forth in the catalogue.” ADMISSION REQUIREMENTS AND COLLEGE CURRICULA. The siajudardo of admission in the older colleges have materially changed during the decade. So far as the leading branches of the former requirements, Latin, Greek, and mathematics, are concerned, the changes have been directed rather to improving the quality than to increasing the amount of preparatory work. The principal addi¬ tional requirements are English language, composition, and literature and elementary science. The advantages which would accrue to the colleges and the preparatory schools if uniform admission requisites were adopted by the faculties of the leadi^j colleges are recognized, and many conferences have been held in the hope of bringing about this result. With reference to the attitude of the New England colleges on this subject, President Robinson, of Brown University, says, in his annual report for 1880 : The diversities both in kind and amount of requirements for admission to the freshman class existing among colleges have long been a source of annoyance to the preparatory schools, a cause of vexation to students and their parents, and of more than doubtful value to the colleges maintaining them. At the suggestion of Brown University, the Association of Colleges in New England has been discussing the question whether uniformity in these requirements among the ten colleges com¬ posing the association1 be not now both practicable and desirable. After careful dis¬ cussion and conferences of various committees on the several departments of study, some approach toward the desired end has been made, and it is now hoped that a practicable degree of uniformity will soon be reached. The real difficulties in the way of uniformity are fewer and less formidable than they at first sight appear. The diversities in the requirements have had their origin in no essential difference of views as to what constitutes a liberal education or as to what the colleges ought to do in their efforts to provide it. But they are numerous and serious enough in their influence on the preparatory schools, to say nothing of the colleges themselves, to make it worth while, if possible, to remove them. Harvard, Yale, Brown, Dartmouth, "Williams, Boston, Amherst, Wesleyan, Trinity, and Tufts. CXXXIV EEPOET OF THE COMMISSIONEE OF EDUCATION. Changes corresponding to those noted in entrance requirements have taken place in the courses and the conduct of college studies. The course in the classics and mathe¬ matics has been made more thorough and comprehensive, and the curriculum has been greatly extended in the direction of philosophy, physics, natural science, history, and political economy. These changes are in a measure the natural result of advancing civilization and national importance, but it is also easy to discern in them the effects of the great increase of knowledge in the department of physical science and of the application of such knowledge to important industries. As,!l means of bringing this wide range of studies within the ordinary term of col¬ lege li fo the system of electives has displaced to a great extent the uniform obligatory course. It is noticeable, however, that the leading colleges do not favor entire freedom in th 3 choice of studies ; they offer several equivalent courses leading alike to the bachdor’s degree, and the liberty of choice is restricted to these groups, an adjustment which secures thoroughness, unity, and completeness in the course selected. COLLEGE GOVERNMENT. The general character of college government has been modified in consequence of changes i£ public sentiment with reference to the exercise of authority and the advanced ag'5 °f students resulting from the elevation of standards. In the majority of our colleges uiscipliuc and instruction are still regarded as equally binding upon the faculty. They £re nut only expected to provide the means of knowledge, but to see that the student avails himself of the provision and to keep watch and restraint upon his conduct. A few institutions afford examples of peculiar modes of government. That of the Illinois Industrial University, knowP as the students’ government, is described as follows by the regent, Dr. John M. Gregory •* The Illinois State University — known as the Illinois Industrial University, founded on the congressional grant of lands — was chartered Ju 1867, and received its first classes of students in March, 1868. About two years later, one morning in cha.pel the president, with the concurrence of the faculty, proposed to the si;odouts +T.\^ organiza¬ tion of a students’ government. * * * * # # * A committee of some of the older and more experienced students was appointed to confer with the president and to prepare the draught for a constitution and by laws for the new government. This constitution, finally adopted, provided for the election of a president, vice president, secretary, and treasurer by the body of students, and the appointment of a marshal and three judges by the president. These judges consti¬ tuted the college court ; and all violations of the laws were to be tried by them with¬ out jury. The law-making power was vested in the general assembly of the students, but an absolute veto was reserved to the president, or, as he is here called, regent of the university. Laws were made for the preservation of quiet and good order in the dormitory buildings j against gambling, drinking, and keeping intox¬ icating drinks in the dormitories ; against violations of sundry rights of students ; and against injury of college property. The penalties consisted of fines varying in amount from a few cents to five dollars. Obstinate culprits and those who refused to pay the fines were to be reported to the faculty, who retained all power to suspend or to expel a student. * -Jf * # * ■* * Two or three years later, a new main building and other buildings having been erected and new departments having been established, the work of the university was greatly extended, and the students, now numbering nearly three hundred and fifty, were widely scattered through the neighboring city. The general assembly of the stu¬ dents became too numerous to meet and deliberate on proposed laws ; also questions of jurisdiction on and off the college grounds became troublesome. In this juncture a new constitution was formed, providing for the election of a senate of twenty-one members, one-third of whom, after the first election, were to be chosen each term or trimester, the term of service to be one college year. All legislative power was vested in this senate, subject to the veto of the regent and faculty. Amendments of the constitution must be proposed by the senate, but could only be adopted by the general assembly of the students. It was also provided that the authority of the government should ex¬ tend over all attending students of the university, whether upon the college territory or elsewhere, during term time; and a distribution of the territory into districts for COLLEGE GOVERNMENT. CXXXV judicial purposes was made. In tlie senate all projects for laws were to be introduced as bills, and were required to pass the customary legislative readings. A room, set apart by the faculty, was fitted up by the students as a senate chamber and court room, and regular weekly sessions of both these bodies were ordered. The judges license those students who desire it, and who pass the requisite examination in the constitution and laws, to practise as attorneys in the college court ; but no student is debarred from appearing and pleading in his own cause. All officers, except the sen¬ ators, hold their offices during a single college term. A week before the election, which is held the second Friday of the term, the student-president puts in nomination two candidates for each office and vacancy to be filled. Ballots with these nomina¬ tions are printed at the public expense, and the voters erase the names which they re¬ ject. Independent nominations may be made by any one ; and frequently several tickets are in the field. The contests are sometimes warm and exciting, and call out as much electioneering skill and energy as the elections in larger bodies. As a rule, the government candidates are elected; but sometimes popular opposition leaders are carried into power. In few political communities is the ballot more honestly or more wisely used. The best interests of the government are sought, and good officers, if not always the best, are generally chosen. The experiment introduced into Amherst College during the year is set forth in the following statement : The whole marking system, as lately in vogue, has been abolished. There is an as¬ signment of rank in the award of diplomas, but the old scale of 100, with its 94 plus, its third, second, and first class, and so on, has utterly disappeared. No longer is there any such thing as suspension from college or expulsion. The same result is gained in another way, but no punishment is inflicted as such. When the student enters college, so says the new theory, he becomes a party to a contract. He signs the college laws and engages to keep them. It is a promise made voluntarily as one of the conditions upon which he enters college. He makes it as a man knowing what he is doing and intending to keep it honorably, as he would any other pledged word. If this contract is broken by misdemeanor, it is as in the case of other contracts. The relations of the contracting parties cease. The offending student is no longer regarded as a member of college. He made a contract ; he broke it. Ipso facto, his connection with college is ended. There is no faculty meeting, no vote of expulsion, no censure. He simply ceases to be a student, and lias no more connection with the college than any civilian. He can attend college recitations if he chooses, for they are free to visitors ; but he would come only as a visitor ; he would never be called upon to recite. He broke the contract, and the parties are as they were before it was made. The case is very simple, and any student can see at once the wholly new rela¬ tions in which he stands to the faculty. UNIVERSITIES. The term university, though used in the United States synonymously with college, is also here as elsewhere the expression of an ideal differing from the college in organ¬ ization, in methods, and in ultimate purpose. A university in this sense of the word makes provision for the continuance of general culture and also for directing culture to its application in some intellectual pursuit. It is, says Prof. Le Conte, “a collec¬ tion of the highest professional schools gathered about and united to a system of highest general culture.” Certain of our older colleges, by virtue of their rich endowments, accumulated re¬ sources, and relation to the professional schools grouped around them, are prepared to assume the new character, and during the decade a few institutions have been created with distinctive university characteristics. The development of the university in the United States has not followed any single plan, nor does it promise to repeat exactly in any instance the features of either the English or the German system. The several institutions in our country which may properly be regarded as universities in the higher sense of the word present in the main two fundamental plans : (1) the unmixed university ; (2) the university and college proper in one organization. The ideal of the unmixed university is an institation the resources of which are wholly devoted to professional training and to a grade of general culture in natural sequence to that represented by the bachelor’s degree. By the strict requirements of the ideal its ma¬ triculates would be graduates of colleges studying for the second degrees or spe¬ cial students pursuing their studies without reference to degrees. Circumstances have not yet rendered possible an exact adherence to this normal idea. C XXXVI REPOET OF THE COMMISSIONER OF EDUCATION. Institutions of the second order fall again into two classes. The first comprehends the college proper, whose course leads to the degree of bachelor of arts ; one or more scientific schools, leading to the degree of bachelor of science j a higher department of general culture, leading to the degrees of master of arts, doctor of philosophy, and doctor of science ; and a group of professional schools. The second class comprehends a group of colleges with distinct faculties and courses of study, leading to the bach¬ elors’ degrees, and each having its complement in a post graduate and professional school or course leading to a corresponding second degree. Here again it is proper to observe that circumstances have not permitted the complete realization of the ideal, which would require, as pointed out by Professor Le Conte, that the courses of pro¬ fessional study should be strictly post graduate. With reference to government it is noticeable that as institutions develop more and more the university character the exercise of authority over students is proportionally relaxed. Presumably the student who is a proper subject for university privileges is of an age to be controlled by the customary restraints of society and law j if these are not sufficient he is left to suffer the ordinary consequences. The growth of universities here briefly outlined has not only increased the means and advanced the standards of higher education in our country, but it has given a great impulse to the work of research and the publication of results. The larger knowledge contributes in many ways to our material and intellectual improvement. Its advantages are seen in the application of science to the development of the natu¬ ral resources of our country, and its influence is felt in the shaping of public policy and in the general conduct of social life. In order that this progress may be maintained, liberal benefactions are necessary for the endowment of chairs and of scholarships and the creation of funds for the work of research and for the accumulation of material aids to instruction. In the last direction much has been accomplished during the decade, but the information has not yet been supplied for even an approximate summary under this head. TABLE X. — SCHOOLS OF SCIENCE. The following statement shows the number of institutions and departments of this cla-ss, with instructors and students, as reported to this Office each year from 1870 to 1880, inclusive. The numbers under 1873, 1874, 1875, 1876, 1877, 1878, 1879, and 1880 include the National Military and Naval Academies : 1870. 1871. 1872. 1873. 1874. 1875. 1876. 1877. 1878. 1879. 1880. Number of institutions . 17 41 70 70 72 74 75 74 76 81 83 Number of instructors . 144 303 724 749 609 758 793 781 809 884 953 Number of students . 1, 413 3, 303 5, 395 8, 950 7, 244 7, 157 7,614 8, 559 13, 153 10, 919 11, 584 SCIENTIFIC INSTRUCTION. CXXXVII Table X.— Part 1. — Summary of statistics of schools of science. States. Number of schools. Preparatory depart¬ ment. Scientific department. Number of State scholarships. Number of other free scholar¬ ships. Instructors. Students. Corps of instruction. Students. Male. Female. In regular course. In partial course. Number of gradu¬ ate students. 1 2 79 9 145 | 5 1 (a) (a) (a) 3 18 0 661 1 0 0 0 26 70 31 1 3 39 12 1 25 161 9 20 27 3 1 (a) (a) (a) (a) (a) 30 Florida . . &0 5 cl5 (2704 (2240 17 142 469 Illinois . - . . . 1 2 109 22 23 259 36 8 0 0 Indiana . 1 2 78 39 9 76 8 2 0 0 1 37 8 23 196 15 7 1 12 273 1 2 o o 1 2 13 el82 300 Louisiana . . . 1 13 Maine . 1 0 0 0 8 103 4 3 0 0 Maryland _ ......... 1 7 e75 "Massachn setts _ _ 2 44 240 208 19 o 20 Michigan . . 1 0 0 0 12 209 12 6 0 0 Minnesota . . ...... 1 (a) (a) (a) (a) . o 0 Mississippi _ ..... _ 2 11 e240 Missouri . . . 2 2 10 12 15 72 129 Nebraska _ 1 4 1 10 8 (a) Nevada . . . 1 (a) (a) (a) Hew Hampshire _ _ _ _ 1 13 43 1 0 12 22 New Jersey _ _ _ 1 13 33 9 40 0 New York _ .^... 1 0 0 0 49 339 (a) 128 0 North Carolina . . . 1 0 0 0 7 16 8 98 3 Ohio . 1 7 74 19 13 60 62 2 Oregon _ 1 1 3 60 60 Pennsylvania _ ! _ 1 5 61 19 10 52 8 4 "Rhode Island _ _ 1 (a) (a) (a) 46 Smith Carolina. _ _ 2 5 66 Tennessee _ _ _ _ _ 1 (a) (a) 0 (a) (a) 275 0 Texas _ _ _ 1 0 0 0 9 144 0 0 0 Vermont . 1 0 0 0 9 16 2 0 0 17 Virginia . . . . ... 2 1 12 35 446 4 300 44 "West Yirvinia _ 1 (a) (a) 0 (a) (a) 60 Wisconsin _ _ _ 1 (a) 95 (a) 0 10 Total . 46 43 1, 165 359 449 3, 878 564 73 2, 506 119 TT.S. Military Academy _ 1 0 0 0 51 230 0 0 o’ 0 IT. S. Naval Academy . 1 0 0 62 355 0 0 0 0 Grand total . 48 43 1. ' 359 562 4, 463 564 73 2, 506 119 ^Reported with classical department (Table IX). ^Includes some students in the scientific do- b College not yet established. pa.tment. , 'ucludes some instructors in the scientific de- e Includes some students in the preparatory de- ent. partment. CXXXYIII REPORT OF THE COMMISSIONER OF EDUCATION. Table X. — Part 1. — Summary of statistics of schools of science — Continued. Libraries. Property, income, &c. Number of volumes in general libraries. Increaso in the last school year. Number of volumes in society libraries. Value of grounds, build¬ ings, and apparatus. Amount of productive funds. Income from productive funds. Receipts for the last year from tuition fees. Receipts for the last year from State appropria¬ tion. 2 000 1,000 $100, 000 $253, 500 > $20, 280 $0 $0 125 50 150, 000 130, 000 10, 400 (a) (cl) California . (a) (a) (a) (a) (a) (a) (a) (a) 116 20, 000 13,000 5, 000 100, 950 265, 775 28, 157 15, 850 Delaware . (a) (a) (a) (a) (a) (a) (a) (a) 121, 400 10, 004 2, 500 500 165, 000 242, 202 17, 914 250 4, 000 Illinois . 12, 517 730 0 400, 000 319, 000 21, 398 10, 619 19, 314 Indiana . 2, 000 250 0 250, 000 337, 000 16, 850 1, 648 4, 500 6, 000 498, 000 500, 000 41, 000 14, 000 3, 000 300 90, 000 290, 000 18, 089 0 12, 500 85, 000 165, 000 9, 900 1, 500 17, 000 Louisiana _ _ 12, 000 318, 313 14, 555 10, 000 Maine . . . 4, 105 131 143, 000 132, 500 7,950 0 3, 000 Maryland .............. 1,500 100, 000 112, 500 6, 800 12, 000 6, 000 j Massachusetts . . 2, 500 300 522, 842 504, 785 36, 695 43, 764 Michigan . 6, 250 328 300 274, 380 327, 284 20, 517 0 12, 040 Minnesota . (a) (a) (a) (a) (a) (a) (a) (a) Mississippi _ _ 105, 000 115, 000 85,000 Missouri . . 1, 700 22 45, 960 5, 630 1, 078 7, 500 Nebraska _ (a) (a) 25, 000 8, 000 Nevada . . (a) (a) (a) New Hampshire . 1, 200 63,000 100, ooo 6, 000 3, 000 New Jersey . (a) (a) (a) (a) (a) (a) (a) 6,960 New York . (a) (a) (a) &253, 509 (a) (a) (a) (a) North Carolina _ 2, 000 (u) 130, 000 7, 500 (a) Ohio . 1, 600 500, 000 559, 628 33, 923 3, 798 20, 573 Oregon (a) (a) 10, 000 60, 000 5, 000 Pennsylvania . 3, 000 532, 000 500, 000 30, 000 0 0 Rhode Island . . (a) (a) (a) 50, 000 pinnth flarnlina _ 26, 500 10, 000 11, 508 Tennessee _ _ (a) (a) (a) (a) 396, 000 23, 760 Texas .... _ _ _ 1, 090 212, 000 209, 000 14, 280 4, 752 7, 500 Vermont. _ _ (a) (a) (a) (a) 8, 130 (a) (a) Virginia — . 3, 000 77 50 362, 320 115, 238 24, 228 100 10,329 "West Virginia . (a) (a) (a) (a) (a) (a) (a) (a) "Wisconsin . (a) (a) (a) (a) (a) (a) (a) (a) Total . 98, 203 2, 088 3, 450 5, 017, 961 6, 554, 125 450, 468 95, 359 264, 216 TJ. S. Military Academy 28, 208 458 c2, f, JO, 000 d319, 547 U. S. Naval Academy .. 20, 878 692 0 f '286,490 0 0 0 (d) Grand total . 147, 289 3, 238 3, 450 '8,804,451 6, 554, 125 450, 468 95, 359 583, 763 a Reported with classical department (Table IX). c Yalue of grounds and buildings. b Yalue of equipment. d Congressional appropriation. SCIENTIFIC INSTRUCTION. CXXXIX Table X. — Part 2. — Summary of statistics of schools of science. States. Number of schools. Preparatory depart¬ ment. Scientific department. ro Instructors. Students. Corps of instruction. Students. o m o m «4-< ao O O rO 3 Number of other free s< arships. Male. Female. In regular course. In partial course. Number of grad¬ uate students. California _ _ _ _ 1 2 26 8 5 48 20 Colorado . . . 2 8 7 56 Georgia _ _ 1 Indiana . al Massachusetts . 5 103 172 27 2 20 7 Michigan . . . 1 3 7 Missouri . . 1 6 6210 (c) (c) 58 New Hampshire . 2 16 50 0 0 0 20 New Jersey . 2 I 28 197 1 2 0 15 New York . 5 66 1, 518 45 33 61 Ohio . 2 Pennsylvania . 6 1 84 2, 252 15 3 Vermont . 1 Ip 8 20 Virginia . . 4 1 31 15 150 2 50 17 [District of Columbia . al 3 1 Total . 35 9 6267 8 339 4, 421 224 40 70 120 States. Libraries. Property, income, &c. Number of volumes in general libraries. Increase in the last school year. Number of volumes in society libraries. Value of grounds, buildings, and ap¬ paratus. Amount of produc¬ tive funds. Income from produc¬ tive funds. Receipts for tho last year from tuition fees. Receipts for tho last year from State appropriation. California . . . 300 500 Colorado . 75 $15, 000 $10, 000 (c) Georgia . Indiana . 900 5, 500 (c) (c) 2, 000 5, 000 7,600 135, 000 175, 000 (c) 129, 000 dl, 700 650, 000 2, 490, 000 100, 000 625, 000 3, 000 405, 000 $250, 000 1, 619, 373 (c) $15, 000 83, 501 (c) Massachusetts _ _ 300 (c) (e) 100 100 231 $5, 973 (c) Michigan . (c) (c) Missouri . New Hampshire . 200, 000 610, 000 150, 000 1, 250, 000 11, 000 43, 450 e43, 902 2, 160 19, 780 36, 500 0 0 New Jersey . New York . Ohio . Pennsylvania . 41, 879 3, 000 6, 430 1, 066 22, 023 Vermont . Virginia . 250 ; 1, 500 20, 000 1, 200 7, 950 25, 000 District of Columbia. Total . 73, 109 2,122 jl, 500 4,728,700 4, 099, 373 220,076 1 72,363 | 35, 000 a Not yet organized. 6 Includes a number of female students. e Reported -with classical department (Table IX). d Value of apparatus. e Includes receipts from other sources. CXL REPORT OF THE COMMISSIONER OF EDUCATION. RECENT HISTORY OF AGRICULTURAL COLLEGES. The multiplication and growth of schools of science has been a marked feature in the recent history of education in America. The stimulus which was given to them by the national aid seems'not to have expended its force in creating a class of schools for the promotion of agriculture and the mechanic arts. Either that stimulus or the popular sentiment which impelled Congress to give help to higher education has carried for¬ ward and deepened the interest in industrial, scientific, and technical instruction. Students are now more frequently choosing lines of study which lead to a life of busi¬ ness activity or to prominent position in industrial pursuits. Colleges that a few years 6ince held strictly to a rigid classical course are feeling the new impulse, and are striving to add to their efficiency by making provision for special instruction preparatory to definite occupations. Men of wealth are endowing schools of science and technology more richly than other institutions ; for they believe that the practical education which has now come to the front will do more than anything else to promote the industry and prosperity of individuals and to utilize the resources of the nation. A brief sketch of the field occupied by schools of science ten years ago and a review of prominent changes and additions which have occurred since in connection with them will furnish evidences of their advance. Colleges of agriculture have greatly increased in number, in favor with the people, and in efficiency. In 1871 there were 31 institutions aided by the national land grant of 1862. Five of these have no longer a place among the aided institutions ; these have been superseded by some school created for the exact purpose of the grant or by some other school which seemed to be better fitted.to supply the instruction contemplated. Among those which have continued to the present time were State universities planned on -a scale so large as to have seemed visionary, but which have proved none too great for the demands made upon them, schools for practical instruction in manufactures and engineering, and colleges of agriculture then possessing definite courses of instruc¬ tion and farms and gardens for illustration. The University of California had just opened its doors to students, and six colleges had been organized ; of these, four were scientific in character ; agriculture, mechanic arts, mining, and engineering each claimed one. Cornell University was equally in its infancy. Like the University of California, it offered many courses of study ; but its “colleges” were not integral sub¬ divisions of the university, through some one of which the student must pass to obtain a degree, but rather departments of instruction, in several of which the student must be taught before graduation. Special courses could be pursued in a single “college-;” elective and general courses carried the undergraduate through many. Large and costly buildings, extensive libraries and collections, and a suitable farm were already the property of Cornell University, and its career was well begun. Another great university was to be found in Illinois ; it was more industrial in its purpose than the former institutions, and therefore was named the Industrial University. It had colleges of agriculture, mechanics and engineering, chemistry and natural history, and literature, science, and art. The college of agriculture had two courses, one in ag¬ riculture distinctively, embracing plant and animal husbandry, the other in horticult¬ ure, includiug ordinary garden culture, nursery work, orcharding, forestry, and the care of greenhouses. The department of mechanics was not fully equipped. In the Massachusetts Institute of Technology courses had been established in mechanical engineering, civil and topographical engineering, chemistry, mining engineering, building and architecture, and science and literature. Several of the colleges in existence in 1870 were chiefly devoted to agriculture. Such was the case with those located in Pennsylvania, Maryland, Iowa, Massachu¬ setts, and Michigan. The first three and the last were organized as colleges of agri¬ culture previous to the land grant of 1862, and continued their special work after receiving aid. The Iowa State Agricultural College was reorganized in 1869, with courses of study in agriculture, horticulture, stock breeding, nursery work, engineer¬ ing (civil, mechanical, and mining), and architecture. 'There were also normal and SCIENTIFIC INSTRUCTION. CXLI ladies’ courses. Extensive farms, commodious buildings, varied collections, and en¬ thusiastic teachers were the noticeable possessions of the agricultural colleges of both Massachusetts and Michigan. Agricultural instruction was the sole aim of each, and manual labor was required of their students. Other institutions were doing work similar to that accomplished by the universities and colleges which have been enu¬ merated. Enough has been said to enable the reader to enter understandingly upon the subsequent history of colleges of agriculture and mechanics. The years immediately preceding 1870 witnessed great activity among agricultu¬ ral colleges. New institutions were being organized, but not without heated contro¬ versies over their location, character, and internal arrangement. Organized institu¬ tions were bending before the storm of popular opposition and endeavoring to strengthen themselves by remodelling their courses and modifying their methods and kinds of instruction. The year 1870 was one of quiet growth. A few colleges moved into new quarters, and commenced a more vigorous life on account of their better facilities for receiving and educating youth. Others either adopted new industrial courses or introduced important changes. The admission of women and the organization and reorganization of institutions made the history of the following year important and interesting. It was by no concerted plan, but rather in accordance with the popular sentiment, sustained by the views of prominent educators and the actual results of coeducation, that at this time many institutions opened their doors to women. In the autumn of 1870, the Illinois Industrial Uuiversity had received for the first time female students, and united its voice in favor of coeducation with that of the colleges which had already admitted women. Vermont and Pennsylva¬ nia next came into rank, and New York, a little behind the others, received women early in 1872 ; but it was during 1871 that the committee who were to report on the proposal of Henry W. Sage to provide an endowment for a college for women were weighing the arguments for and against coeducation, searching for the truth as to to actual results in institutions in which it had been adopted and arriving at conclu¬ sions in its favor. The institutions which came into being at this time were located in Arkansas, Mis¬ souri, and Nebraska. Arkansas established an industrial university, which soon after possessed classical, agricultural, engineering, commercial, and normal courses, and a preparatory department ; it was attended by hundreds of students, for most of whom tuition was free. Nebraska likewise provided a State university. It was to contain six colleges, two of which were specially industrial, namely, the college of agriculture and the college of practical science, mechanics, and civil engineering. The university was opened in September, and with it a Latin school, in which preparatory work could be done. Missouri was already in possession of a State university at Colombia, and after a bitter and long continued controversy it was decided to devote the pro¬ ceeds of the land grant to the establishment of an agricultural and mechanical college in immediate connection with the university, and a school of mines and metallurgy to be located at Rolla, in the midst of the mineral regions of the State, also under the supervision of the university. A farm and $30,000 were given to the agricultural col¬ lege by the town and county in which it was situated. A faculty was organized and lecturers upon agriculture, horticulture, and mechanics engaged; and at the begin¬ ning of 1871 the college was well under way, with some thirty students in attendance. The school of mines was given a location 11 beautiful for situation,” and while its buildings were being erected occupied rooms in the public school building of Rolla, where the director of the school and two assistants gave instruction to twenty-eight students. Among other changes during 1871 were the rearrangement of the studies in the Maine College of Agriculture and the Mechanic Arts, so that they should supply ag¬ ricultural, mechanical engineering, civil engineering, and elective courses ; the exten¬ sion of the course in the Rutgers Scientific School from three to four years ; the incor¬ poration and endowment of Alcorn University, Mississippi, for the general and scien¬ tific education of the colored people of that State ; and the erection of a building and CXLII REPORT OF THE COMMISSIONER OF EDUCATION. the purchase of an excellent farm for the New Hampshire College of Agriculture and the Mechanic Arts. The farm has proved to he eminently adapted to the purposes for which it was procured, and the experiments which have been conducted upon it under the supervision of an able and practical farmer have been of great value. In 1872 two independent colleges of agriculture and mechanics were organized, two agricultural departments inaugurated, and many schools added to their means of in¬ struction by an increase of the number of professors and the erection and furnishing of buildings. The new institutions were the Agricultural and Mechanical College of Alabama and the Virginia Agricultural and Mechanical College. The former super¬ seded the East Alabama College, receiving its buildings, property, lands, and students. A general course of study, three years in length, and three higher courses, each two years in length, were arranged. The higher courses were in agriculture, civil and mining engineering, and literature and science. The agricultural course was full and well arranged ; a farm was provided and utilized for purposes of illustration and ex¬ periment. The college in Virginia received two-thirds of the land grant to that State, and was opened in October. It was an aim of the institution to give students oppor¬ tunities for labor for the purposes of self help and practice,* yet this was secondary to instruction for mental discipline and growth. A course three years in length was adopted. For two years it w'as to be pursued by all students; in the third, optional studies were provided, which were designed to be preparatory to either farming or mechanics. None of them were of a grade higher than is often found in the public schools. The attendance exceeded one hundred in the first session. Departments of agriculture were organized in 1872 in Corvallis College, Oregon, and in Claflin University, South Carolina. The latter institution was established a few years before for the education of colored people, and its charter required that the course of instruction should include the usual scientific and general studies, and also such special branches as animal and vegetable anatomy, rural and household econ¬ omy, horticulture, agriculture, and engineering. It required no change of plan to adapt the teaching of the university to the requirements made by Congress of insti¬ tutions receiving the land grants. Corvallis College was largely a classical school, and the agricultural department was created by introducing instruction in agriculture itself and its allied sciences., Other occurrences worthy of note were the erection and equipment of shops for the Hlinois Industrial University, the closing of the Univer¬ sity of North Carolina on account of the failure of the State to fnrnis'i promised support, and the organization of a class in practical designing in the Massachusetts Institute of Technology. The course embraced original design, variation of patterns, the making of working drawings, and technical manipulations. In 1873 the Ohio Agricultural and Mechanical College was organized; a branch agricultural college established in the northern part of Georgia and connected with the State university ; the Kansas State Agricultural College reorganized;, the courses of study in the Nebraska State University revised ; a shop for wood-working and equipments for farm and machine shop provided by Cornell University; a large and commodious building erected as a home for the Hampton Normal and Agricult¬ ural Institute ; and the University of California removed to its permanent quarters at Berkeley. The Ohio college was established on a basis purely industrial. Nine out of ten professorships were directly connected with agriculture or the mechanic arts. Every effort was put forth to have them filled with men of eminent ability and experience. An excellent farm of 320 acres at the capital of the State was provided, the erection of buildings commenced, and in September the first session opened with seven pro¬ fessors and thirty students. In the reorganization of the Kansas Agricultural Col¬ lege the industrial departments were given great prominence. The farm had been enlarged to more than four hundred acres, and was ready to furnish opportunities for practical instruction in agriculture and to afford chances for remunerative manual labor. A nursery had been established. Plans were laid for the organization, as time and money would permit, of other departments, in which carpentry, blacksmithing, SCIENTIFIC INSTRUCTION. CXLIII painting, wagon making, turning, carving and engraving, stenography, photography, sewing, and printing should he taught. Three additional professorships were es¬ tablished. The history of agricultural colleges in 1874 is marked by many changes, and a few new schools were organized. Purdue University, the institution to which the land grant in Indiana was given, was opened provisionally in March and formally in September. It was divided for purposes of instruction into schools of natural science, engineering, agriculture, and military science. The student in the school of natural science might choose a course in which either physics and industrial mechanics or chemistry or natural history should predominate. The three courses in the school of engineering were preparatory to civil engineering, mining engineering, and architect¬ ure ; those in the school of agriculture, to horticulture, agriculture, and veterinary science. Among the buildings erected were a boarding house, dormitory, laboratory, military hall and gymnasium, and a temporary workshop. A farm had already been provided. The funds of the university, which included the land grant fund, $150,000 donated by the founder of the institution, and over $100,000 given by the State and county, were ample to insure success. Agricultural colleges were also organized in Louisiana and Nevada. Early in the year the legislature of Louisiana made provision for an institution to receive the benefit of the land grant and to carry out its purposes. A battleground owned by the State was set apart for the location of the college, and plans were made for the erection of buildings. Meanwhile the college was opened in the Louisiana University, and students, nearly all preparatory, were received. The college was organized on a military basis. The organization of a university in Nevada was beset by many diffi¬ culties. The unsettled condition of the State and the migratory character of its in¬ habitants caused the postponement of the scheme from year to year. In 1874 the university was opened as a preparatory school, and received a class of bright and earnest students. The Michigan State Agricultural College enjoyed the benefit of many minor improvements during this year. Its grounds were beautified, its build¬ ings repaired, a greenhouse completed, houses for the president and two professors erected, and the appliances of the farm increased. With the general improvement of the farm, the educational features of the manual labor system were more nearly per¬ fected. The Illinois Industrial University established a fine art gallery, continued to improve its facilities for instruction, and formally opened its school of domestic science. Very few changes were reported for the year 1875. A shop was provided for the mechanical department of the Virginia Agricultural and Mechanical College and fur¬ nished with benches and tools, machines, and a steam engine. Plans for two college buildings were adopted, and their erection commenced, the corner stone of one of them being laid on the occasion of the graduation of the first class from the institu¬ tion. The Kansas State Agricultural College was removed to its new buildings and its industrial departments, sixteen in number, were all in operation. In connection with the Arkansas Industrial University, several minor improvements were made and a branch normal department was opened. The University of North Carolina was reor¬ ganized and reopened, as the proceeds of the land grant had been made available for purposes of education. In 1876 a school was started in connection with the Massachusetts Institute of Tech¬ nology, which differed materially from any school of mechanics in the country. It offered a two years’ course of study and shop work for persons desiring to become master mechanics. The studies of the first year were algebra, plane geometry, rhetoric, and composition and drawing;' of the second year, algebra, solid geometry, English literature, French, and drawing. Twelve hours of shop work a week were required of each class. Practice and instruction were to be had in carpentry and joinery, wood turning, pattern making, vise work, forging, foundry work, and machine tool work. The year witnessed also the establishment of the State Agricultural and Mechanical CXLIV REPORT OF THE COMMISSIONER OF EDUCATION. College of Texas. An enactment of 1871 had required this, hut sufficient appropria¬ tions had not been granted. The legislature of 1876 was friendly to the college and appropriated $40,000 for putting it into immediate and successful operation. In the autumn it was opened, but with few students. Four courses of study were determined upon, viz, agriculture, mechanics and engineering, languages and literature, and military tactics. In North Carolina a station for agricultural experiments and an office for the control of commercial fertilizers was created. The current of change for 1877 was turned toward the revision of courses of study ; five institutions at least either modified existing courses or added new ones. The Maine State College of Agriculture and Mechanic Arts modified its courses so as to equalize the amount of work required of students in each. For two years the studies in all were essentially the same ; afterward they were divided into courses in agriculture, civil engineering, mechanical engineering, chemistry, and science and literature. This course in science and literature was adapted to the needs of those who desired practical education for other employments. The East Tennessee Uni¬ versity, at the time of receiving the land grant, adopted agricultural, scientific, and classical courses of study. Those courses were enlarged in 1877 and received the name of colleges, the colleges being equal in rank, but having their own course of study and corps of instructors. The University of Wisconsin established for the first time a course in practical mechanics and fitted up a machine shop for illustration and practical work. Ten hours’ labor was required each week. The method of instruction was modelled after that of the best eastern institutions. The Ohio Agri¬ cultural and Mechanical College established and equipped a department of mining and metallurgy. The outfit was furnished by an ample appropriation from the State. All the facilities of a well equipped mining school were provided and a course was laid out which included mining, preparation of the ore, and its metallurgical treatment as its principal subjects. In the Illinois Industrial University the school of domestic science, which had been organized three years before, was first given rank among the regular schools in the college of natural science. Another school, organized about this time, was intended to give instruction in the principles of art and design and in art composition. In the Iowa Agricultural College a course in cookery was estab¬ lished as an outgrowth of the course of lectures which had been given on matters in housekeeping to the ladies in the junior class during the five previous years. The Agricultural and Mechanical College of Louisiana was this year united with the State University, so that the State might have a single central institution offering in- strnction in all kinds and grades of university study. General instruction in literature, science, art, and industrial and professional pursuits, and special instruction for the professions of agriculture, the mechanic arts, mining, military science and art, civil engineering, law, medicine, commerce, and navigation, were required to be given. In 1878 the Agricultural and Mechanical College of Kentucky was detached from the State University. It was agreed between the two institutions upon separation that the college should have control of the buildings and apparatus which had been used by it when a department of the university, that it should receive a generous share of the land surrounding it, and that the students in the department of arts and sciences in the university should be allowed free tuition in the agricultural college, and vice versa. A classical course was added to the scientific previously existing and commer¬ cial and normal departments were established. The extension of the educational privileges of Hampton (Va.) Normal and Agricult¬ ural Institute to Indian youth is worthy of notice. Previous to this time its efforts had been directed to the instruction of colored youth of both sexes in agriculture and the mechanic arts, in elementary branches, and in normal work. A three years’ course of study and instructive manual labor had been provided. The girls were taught housework ; the boys, farming and mechanical pursuits. The Indian youth were en¬ tirely ignorant, and were taught the most elementary branches by the simplest methods. Reading, speaking, arithmetical studies, and simple forms of labor occupied the greater part of their time. SCIENTIFIC INSTRUCTION. CXLV Other events of the year were the extension of laboratory privileges to women by the Massachusetts Institute of Technology, and the establishment of a farmers’ course in the Agricultural College of Vermont, for the purpose of teaching, during the winter months, agricultural chemistry, entomology, stock breeding, dairying, fruit culture, and similar subjects. The Colorado State Agricultural College was opened in 1879. It had a single course, covering five years, which included no studies but those pertaining directly to a prac¬ tical education. Three professors were appointed ; the farm was made ready for ex¬ perimental and illustrative work, and a series of farmers’ institutes planned, by which the benefits of the college could be extended to others than the students in attendance. During the year Tennessee adopted, as a State institution, the East Tennessee Uni¬ versity, of which the Agricultural College had been a part. A board of visitors was provided in which all parts of the State are represented in the administration of the university. The faculty was reorganized and increased and nine courses of study were determined upon, of which two were general, five special, and two partial. Normal, business, and graduate courses have also been established. It was the policy of the State of Georgia to distribute the benefits of the land grant fund; accordingly it had, for several years, given aid to three institutions. In 1878 it added three more. Two of these were opened in 1879; the other, in 1880. All were made branches of the State University and received a share of the income. Their instruction was secondary and preparatory, rather than collegiate ; teachers, rather than farmers or professional men, were to be educated in them. The Massachusetts Agricultural College was reorganized on a less expensive basis, the number and salaries of the professors being reduced and their work increased. During the current year (1880) two agricultural colleges have been opened. One of them is in Mississippi, the other in South Carolina; both are for whites only. The Agricultural and Mechanical College of Mississippi, located at Starkville, opened its doors to students in October ; a month afterward 240 students were in attendance, all portions of the State being represented. A single course of study, covering two pre¬ paratory and four collegiate years, was adopted. Agriculture, rather than mechanics, was the subject of practical instruction. A farm of 800 acres has been procured and •is being prepared for use in illustrating instruction and making experiments. A school of mechanics will be organized as soon as funds will permit. The legislature of South Carolina, in 1878, provided for a State University, to be ■composed of Claflin College, the institution for colored people which received aid from the land grant, and the South Carolina College of Agriculture and Mechanics. The control of the two institutions was committed to a board of trustees, consisting of State officers and persons chosen by the legislature. The latter institution opened in the autumn of 1880 with a good number of students in attendance. The faculty had four members, including the president and excluding the foremen of shop and farm. A single course of studies, mostly elementary, was arranged to cover three years. The education to be obtained within its walls is decidedly industrial. Not only there, but in several other institutions, shops have been equipped during the year, and mechanics have received no small stimulus in this and other directions. The changes of the past ten years may be briefly summed up as follows : Twenty- one departments, schools, and colleges have been organized to carry out the objects of the land grant of 1862 and to receive the aid which it renders. The departments are four in number. Of the schools and colleges about one-half are independent in¬ stitutions and the remainder branches of universities, generally located apart from the central institution. Six of the separate schools are distinctively industrial ; the others give preference to general education. Greater advances have been made in mechanical than in agricultural instruction. Eight institutions have either provided and equipped shops or greatly enlarged and improved those already in use. Work in them is conducted upon systematic principles, and both practice and instruction vary more in amount than in kind. Uninstructive manual labor is encouraged only when the circumstances of the student compel it. The number of instructors has more than E — X CXLVI REPORT OF THE COMMISSIONER OF EDUCATION. doubled, and the students have increased nearly fourfold. The property of many in¬ stitutions has been greatly augmented by donations, bequests, and appropriations. Graduates have multiplied, and those who have gone forth have generally entered upon industrial pursuits or engaged in teaching. At present there are 46 institutions aided by the national land grant. They have nearly 500 instructors, of whom about one-fifth give instruction in agriculture, me¬ chanics, chemistry, and allied sciences. About one-third of the 4,515 students in attendance are pursuing courses of study which deal with the industries. Niue insti¬ tutions have single fixed courses of study. Six of these courses are four years in length and three cover three years. Usual studies in the first year are algebra, geom¬ etry, drawing, botany, agriculture, history, and English studies ; in the second year, trigonometry, surveying, mechanics, agriculture, chemistry, and natural sciences; in the third year, chemistry, agriculture, horticulture, mechanics, physics, geology, physiology, and entomology ; in the fourth year, mental science, logic, constitutioual law, political economy, history, astronomy, engineering, veterinary science, and agri¬ culture. Of the institutions which offer several different courses, 21 have courses in agri¬ culture, 14 in practical mechanics, 11 in chemistry, 7 in either mining and metallurgy or both, and 3 in architecture; horticulture, veterinary science, and industrial art are given full courses in one or two institutions. The courses in agriculture are similar to those prescribed for the scientific departments of colleges. In them agri¬ culture is substituted for such general or technical studies as may be omitted without impairing the industrial value of a course. History, literature, mathematics, modern languages, and natural sciences are retained as forming a substantial part of the edu¬ cation which prepares for intelligent agriculture. No relation seems to have been dis¬ covered between one branch of agricultural study and another, upon which to base a classification of them for the purpose of consecutive study. Subjects pursued in the freshman year in one college are found in the senior year of another. This is a glaring defect in agricultural education, and the best method of remedying it is a question which may well occupy the minds of those administering agricultural colleges. It would be of interest to outline the theoretical and practical instruction afforded in chemistry, mining, mechanics, and branches connected with industrial work. The first subject has been treated at length in a circular of information recently issued by the Office. Equal space would need to be given to the other subjects if they should be exhaustively presented. This cannot be done in an annual report ; neither would such a statement be necessarily included in a historical sketch of colleges of agri¬ culture and the mechanic arts. RECENT HISTORY OF SCHOOLS OF SCIENCE NOT ENDOWED BY THE NATIONAL LAND GRANT. The schools of science have much the same history as the colleges of agriculture aud the mechanic arts. Relatively fewer changes have occurred in existing institu¬ tions and more new schools have been established. When once established, there is not so much cause for deviation from original plans. They are endowed, not by money under governmental control, but by the generosity of individuals. Their course is laid, not to suit the general demand, but to advance education in special lines. Their trustees are not men elected by the people or appointed by public authority, but persons in sympathy with the ends and aims of the institution under their con¬ trol. Several institutions were organized at so early a date that they had ceased to be experiments and had assumed a permanent character. The Rensselaer Polytechnic Institute had been in successful operation more than forty years at the commencement of the last decade, and other scientific schools had been pointing out the best methods and demonstrating the value of educational efforts in the field of science. Though these schools do not change frequently or materially, they continue to grow. A few exceptions may have occurred, as where a more richly endowed institution has over- SCIENTIFIC INSTRUCTION. CXLVII shadowed one of earlier beginning or where the industrial development of a section of country has not progressed as rapidly as the pioneers of education anticipated. In most institutions, departments of study have been added ; faculties have larger numbers, more experience, and better education; appliances have been increased, and facilities for instruction improved. The organization of eight institutions for special scientific and technical instruction has been effected during the last ten years, and several others have been chartered. Each one has been established for a particu¬ lar purpose, and no two seem to be identical in plan or entirely similar in their courses of study and methods of instruction. The John C. Green School of Science, Princeton, N. J., was organized in 1873, in order that the students at Princeton College might have opportunities for thorough training in the methods and principles of modern science. Two courses of study were adopted at the outset, one of three years for the candidates for the degree of bachelor of science, the other for those studying with a master’s degree in view. Two years later a department of civil engineering was added. Its course was similar to the undergraduate course in science during the first year, but nearly half of the time during the last two years was set apart for engineering work. In 1876, a department of architecture was established. Its special studies included mechanical and free hand drawing, perspective and coloring, history of architecture and art, orders and composition in them, and lectures upon aesthetics and art; landscape gardening, roads, and draining were among the practical branches. All the undergraduate courses are now four years in length. The museums and laboratories are well equipped, and an elegant and commodious building was erected the same year the school opened and enlarged in 1877. The Bussey Institution, at Jamaica Plain, Mass., is a school of agriculture and horticulture, which was established as a department of Harvard University in 1871. Professorships of horticulture, agricultural chemistry, and applied zoology were founded, and instructors in farming and entomology appointed. The course of study was to cover three years, a part of the instruction being given in the Lawrence Scien¬ tific School of Harvard University. It is intended to prepare young men to becopie practical farmers, gardeners, florists, or landscape gardeners, or to become instructors in the subjects presented in the school, or to be made familiar with some special branch of agriculture, horticulture, or applied zoology. In 1872 the Towne Scientific School was organized as a department of the University of Pennsylvania. Scientific instruction had been given previously, but the existence of a department of science seemed necessary to the completeness of a university located in the midst of mining and manufacturing interests. Courses of study were arranged in analytical and applied chemistry and mineralogy, geology and mining, civil engi¬ neering, and mechanical engineering. Each was four years in length, but the studies of the first two years of each course were the same. Two courses of study have since been added, one in drawing and architecture, the other preparatory to medical studies. Post graduate instruction is given in chemistry and metallurgy, geology, civil engi¬ neering, dynamic engineering, physics, and architecture. All means of instruction and illustration are at hand ; and the extent of its endowment, the reputation of its faculty, and the number of its students have indicated its success. Another recently organized technical school is the Stevens Institute of Technology, at Hoboken, N. J. Its sole object is the training of mechanical engineers. For this purpose it has a course of study and shop practice four years in length. The studies are those which give general instruction and prepare for professional training. Of the former class are rhetoric, literature, and the modern languages ; of the latter, mathematics, physics, chemistry, and natural sciences. Mechanical drawing forms a department of its own. Mechanical engineering is taught theoretically and practi¬ cally. The character, methods of production, and the uses of the materials of con¬ struction, the principles of mathematical and physical science in their applications, the theory and practice of the design and construction of machinery, an,d the methods CXLVIII REPORT OF THE COMMISSIONER OF EDUCATION. of operation, preservation, and repair are subjects considered in tbe lecture room and illustrated in tbe laboratories. A machine and carpenter shop, an iron and brass foundry, and a blacksmith shop enable the student to obtain a knowledge of existing appliances, methods, and processes, and a fair degree of skill in the same. It is little more than a year since the Manual Training School of Washington Uni¬ versity, St. Louis, Mo., was established. In it mental work and manual labor occupy about equal shares of the student’s time. The course of instruction covers three years. Mathematics (including surveying and mechanics), drawing, book-keeping, physics, physical geography, literature, history, and political economy are the principal studies. The practical instruction in shop work includes carpentry, wood turning, pattern malting, iron clipping and filing, forge work, brazing and soldering, and the use of machine shop tools. The construction and management of the steam engine is also carefully studied. All the shop work is done for the training it affords. A few articles are made for the use of the school or the university ; none are manufactured for the market. A carpenter shop, a pattern shop, a blacksmith shop, and a machine shop have been provided and so thoroughly furnished that the student may become ac¬ quainted in them with all the fundamental operations of practical mechanics. TABLE XI. — SCHOOLS OF THEOLOGY. The following is a comparative statement of the number of schools of theology (in¬ cluding theological departments) reporting to this Bureau each year from 1870 to 1880, inclusive, with the number of professors and number of students : 1870. 1871. 1872. 1873. 1874. 1875. 1876. 1877. 1878. 1879. 1880. No. of institutions.. . 80 94 104 110 113 123 124 124 125 133 142 No. of instructors . . . 339 369 435 573 579 615 580 564 577 600 633 No. of students . 3, 254 3, 204 3, 351 3, 838 4, 356 5, 234 4, 268 3, 965 4,320 4,738 5, 242 Statistical summary of schools of theology. _ O 3 -3 O u P. O +3 j S 3 O a Income from productive funds. Receipts for the last year from tuition fees. 1 3 20 12 1 3 181 0 ! $ioo, ooo $7, 000 $1, 500 1 17 64 34 8, 200 10, 000 564 6 785 Georgia . 2 8 8 4 600 j 420 Illinois . . 3 13 151 27 45 - 7, 180 Indiana . 1 3 3 Iowa . 3 13 193 20 134 2, 500 6, 161 Kansas . 1 14 18 0 8 325 Kentucky . 3 10 50 10 28 2, 590 25 2, 300 Louisiana . . 2 8 59 9 26, 000 $10, 000 3, 000 Maryland . 1 4 60 50 33 25, 000 Massachusetts . 2 20 307 164 52 18, 000 500 55, 457 5,528 23, 700 Michigan . 1 j 5 371 51 175 4, 037 100 Mississippi . 1 6 20 19 1, 000 650 Missouri . 2 12 119 31 35 3, 500 20, 000 7, 120 X c ! is 1 1 ! 4 23 1 661 304 263 14, 045 823 20, 000 55, 591 North Carolina . I 3 5 27 5 1,200 Ohio . ! 2 8 124 35 51 2,100 250 . 6, 000 Pennsylvania . 2 5 140 49 9, 000 Tennessee . 3 9 88 4 39 500 6, 800 Virginia . 3 10 133 24 3, 000 10, 065 West Virginia . 1 1 1 5 Wisconsin . 1 7 72 11 33 1, 226 . 3,000 1, 812 District of Columbia, l 4 22 263 17 68 214 14 20,000 3, 984 Total . 48 229 3, 134 758 1,089 88,712 1 1 1, 712 95, 000 165, 457 16, 092 152, 393 The summary of statistics shows that those who are preparing for the legal profes¬ sion are resorting largely to schools in preference to studying in the offices of attor¬ neys ; in many instances, students advantageously combine office work and instruc¬ tion in a law school. This tendency is to be expected and encouraged. In schools systematic training is received. Less opportunity is afforded for desultory and spas¬ modic reading. Regular habits of study are required. Examinations to be passed give steadiness and thoroughness to the work. Companions awake emulation. The desire for the respect of the professors, who are oftentimes men of influence at the bar, is a further stimulus to faithfulness, and they are ready to aid in the understanding of intricate questions. The underlying principles of law are given an attention which corresponds with their relative importance. Actual practice is illustrated in the moot court which is found in each school. And it is a source of pleasure to be associated in study with those who will be associates at the bar. WORK OF LAW SCHOOLS. The conditions of admission to most law schools are very few. Ability to pursue the studies is expected. Progressive and thorough schools know that the difficulties of LEGAL INSTRUCTION. CL I law study cannot be mastered by untrained minds, and therefore are requiring- at. least a good English education of applicants. Admission to the Columbia College Law School is granted only after a successful examination in Greek, Roman, English, and United States history, Latin, and rhetoric. At Harvard French, or, at the discretion of the faculty, some other language, may be substituted for Latin. A collegiate edu¬ cation is always accepted as a sufficient preparation for law study. The average amount of time which the student is expected to spend in attendance upon lectures and recitations in course occupies three hours each day, and five hours each week are given in addition to special lectures and the moot court. In many law schools lect¬ ures are preferred to recitations. This seems to be the case in those schools which have able faculties who devote themselves wholly or chiefly to the work of instruction. Where the professors have not time or opportunity to present subjects as well as they are presented by the standard writers, a lesson in a text book is assigned and an exami¬ nation of the student’s knowledge of it made. This gives opportunity for the students to ask questions and the professor to rhake comments. A combination of lectures and recitations is adopted by the majority of schools. For instance, in the Boston Uni¬ versity School of Law, the junior and middle classes each have a recitation and lecture daily ; the senior class, only a lecture. Students are usually allowed to attend free of expense the exercises of classes less advanced than that to which they belong. Schools of law are departments of universities or colleges. Sometimes they are not located at the same places as the institution with which they are connected. The Albany Law School is a department of Union College, located at Schenectady, N. Y. Hastings College of the Law, San Francisco, is a department of the University of Cal¬ ifornia, which is established at Berkeley, in an adjacent county. The law schools of Washington, D. C., are in the central part of the city, while the universities are in the suburbs. By such a difference of location the schools are more accessible to stu¬ dents, and give them a better chance to attend the courts, which are almost constantly in session in large central cities. Opportunities are thus offered for the student to obtain work in law offices and to observe actual practice, both of which are valuable supplements to his course of studies. When the university and its school of law are at the same place, the members of the latter are allowed many general privileges, such as free admission to lectures in other departments and the use of libraries. The catalogue of the law department of Yale College says : “ Members of either class can attend the lectures of professors to undergraduates in other departments of the college, whenever it is compatible' with their other engagements ; ” and, with a few exceptions only, without charge. Similar privileges are known to exist, to a greater or less extent, in Mercer University, Macon, Ga.; Chicago University, Chicago, HI.; North¬ western University, Evanston, Ill.; University of Notre Dame, Notre Dame, Ind.; University of Louisville, Louisville, Ky. ; Harvard University, Cambridge, Mass. ; Columbia College, New York City; Cincinnati College, Cincinnati, Ohio; and Uni¬ versity of Pennsylvania, Philadelphia, Pa. The text books used in the leading subjects of study do not vary greatly in different schools. Blackstone is the central figure in nearly all. Kent is commonly used. Rob¬ inson’s Notes on Elementary Law and Walker’s American Law are being introduced somewhat. The favorite authors seem to be, on torts, Bigelow and Cooley; criminal law, Bishop and Wharton; domestic relations, Schouler; corporations, Angell and Ames ; real property, Washbume and Williams (the former being much more gener¬ ally used); contracts, Bishop and Parsons; mercantile law, Smith; agency, Story; bills, Byl,e, Parsons, and Story; equity, Bispham and Story (the former being in more common use); pleading, Stephen; evidence, Greenleaf and Stephen (preference being given to Greenleaf); constitutional law, Cooley ; international law,Woolsey; admir¬ alty, Conkling and Parsons. In a few instances one or more of the professors prepare text books on the subjects they teach. These are especially adapted to the laws of the State and the requirements of the students. The examination of students for graduation is usually much more severe than any CLTI REPORT OF THE COMMISSIONER OF EDUCATION. other they are called upon to pass, and sometimes is the only one. Several schools give prizes to the persons passing the best final examination; others, to those averag¬ ing best in all examinations ; and still others, to those presenting the best thesis. The giving of prizes for excellence of examination or in writing a thesis is a favorite method of stimulating both school work and collateral studies. All the schools give the degree of bachelor of laws, ll. b. Generally this admits to the bar. Such is not the case in Massachusetts, New York, some other States, and the District of Columbia. Advanced courses of study are given in the law depart¬ ment of Yale College, the law department of the State University of Iowa, the Boston University School of All Sciences, Columbian University Law School, law department of Georgetown University, and the law department of the National Uni¬ versity. In the last three schools a year of study added to the usual course and suc¬ cessful examination in the subjects considered entitle the student to the degree of master of law. The advanced course in the law department of the State University of Iowa is one year in length, and no degree is given to those completing it. The graduate course in the law department of Yale College occupies two years, and is open to those having the degree of ll. b. in course. A year of study on subjects supplementary to those pursued in the undergraduate course is required of candidates for the degree of m. l. Candidates for the degree of d. c. l. must pursue another year of study, and only those bachelors of law are admitted as candidates for this degree who have received the degree of bachelor of arts, of philosophy, or who ranked in the first quarter of their class according to their average marks at their final exam¬ ination for the degree of ll. b. at Yale College. Candidates for the degrees of master of laws and doctor of civil law in Boston University must already have received the degrees of bachelor of arts and of laws. The candidate for the degree of doctor of civil law must present himself at not less than four annual examinations, and pass in the science and history of jurisprudence, Roman law, international law, constitutional law, origin and science of government, and history of institutions, and present an original thesis. The equivalent of half these requirements is necessary to be accom¬ plished by candidates for the degree of master of law. TABLE XIII. — SCHOOLS OF MEDICINE. The following is a comparative statement of the number of schools of medicine,, dentistry, and pharmacy reported to the Office each year from 1870 to 1880, inclusive, with the number of instructors and students : 1870. 1871. 1872. 1873. 1874. 1875. 1876. 1877. 1878. 1879. 1880. Number of institutions . 63 82 87 94 99 106 102 106 106 114 129 Number of instructors . 588 750 726 1, 148 1, 121 1, 172 1, 201 1, 278 1, 337' 1, 495 1, 660 Number of students . 6,943 7, 045 5, 995 8, 681 9,095 9,971 10, 143 11, 225 11, 830 13, 321 14, 006 MEDICAL INSTRUCTION. CLIII Table XIII. — Summary of statistics of schools of medicine, of dentistry, and of pharmacy. States. Students. Libraries. Property, income, &c. Number of schools. Corps of instruction. Present number. Present students who are graduate students. Graduates at the com¬ mencement of 1880. Number of volumes. Increase in the last school year. Value of grounds, build¬ ings, and apparatus. Amount of productive funds. Income from productive funds. Receipts for the last year from tuition and other fees. I. Medical and surgical. * 1. Regular. 2 14 70 2 24 500 $125, 000 $3, 500' 1 16 22 10 10, 000 1, 500 2 26 94 7 60, 000 9, 794 1 18 25 6 4 $29, 102 $4, 251 3, 855 4 64 330 5 92 10, 600 250 94, 000 15, 323 3 79 774 189 192 136, 000 60, 500 Indiana . 5 65 330 5 170 1, 200 400 12, 200 1, 000 50 15, 554 2 24 389 100 300 50, 000 4,250 14, 750 4 42 578 12 139 4, 000 67, 000 25, 678 1 7 193 50 2, 000 75, 000 14 489 Maine . 2 25 119 17 4, 500 25, 000 Maryland . 2 35 509 146 2, 000 80, 000 Massachusetts . 2 58 241 115 45 2, 100 100 112, 804 62, 052 51, 980 Michigan . 3 35 500 38 120 500 30, 000 6, 771 Missouri . 5 69 561 2 163 1, 255 5 105, 000 1, 000 100 37, 101 New Hampshire. . . . 1 15 89 8 26 1, 500 40, 000 5, 50C New York . 8 210 2, 137 239 610 5, 055 273, 970 5,000 13, 241 North Carolina . 1 3 9 1 9 400 Ohio . 7 94 1, 039 20 198 5, 000 100 185, 000 30, 370 Oregon . 1 9 33 13 10 2 400 2, 900 Pennsylvania . 3 84 1, 066 91 300 5,000 230 300, 000 50, 000 3, 000 43, 466 South Carolina . 1 10 72 25 40, 000 0 0 6, 000 Tennessee . 4 50 283 108 550 90, 000 12, 300 Texas . 1 7 6 Vermont . 1 19 145 5 53 20, 000 10, ooo Virginia . 2 29 110 10 32 2, 500 60, 000 6, 000 4, 000 Diet, of Columbia. . . 3 34 158 11 31 51, 000 4, 206 Total . 72 1, 131 9, 876 776 2,673 48, 970 1, 087 1, 929, 170 199, 306 79, 703 392, 784 2. Rclectic. California . 1 H 48 1 13 o o 20, 000 4, 000 Illinois . 1 12 136 50 52 60, 000 7, 000 Missouri . 1 9 35 15 41 150 1, 000 5, 864 New York . 2 25 299 28 32 2, 025 60, 000 3, 871 Ohio . 1 8 315 50 80, 000 0 0 12, 000 Total . 6 65 833 94 188 2, 175 221, 000 j 32, 735 _ 3. Homoeopathic. Illinois . 2 31 400 32 120 100, 000 18, 500 Iowa . 1 7 46 i 2 5 320 120 10, 000 700 Massachusetts . 1 33 108 ) 7 36 Michigan . 1 3 88 I 5 21 Missouri . 1 14 CLIV REPORT OF THE COMMISSIONER OF EDUCATION. Table XIII. — Summary of statistics of schools of medicine, > r-' s o ! w | In course. | Honorary. | In course. Honorary. | In course. Honorary. | In course. Honorary. I «243 18 91 3 38 1 7 5 101 5 3 4 i 1 a201 14 90 3 37 1 7 1 5 61 1 3 4 leges. 2 1 1 40 4 40 4 . _ i Iowa . 6454 12 80i 3 71 22 i -- 5 i 1*7) "l 125 2 Classical and scientific col- 317 11 67 3 67 22 i 5 5 31 125; 2 leges. 621 13 ! 4 116 1 116 1 .... 36 5 15 1 13 j— j i 3 8 " 1 Classical and scientific col¬ 31 4 10 1 13 i 2 8 .... leges. Colleges for women . 5 1 5 . 1 Kentucky . c316 2 120 .... 20 1 8 1 123 1 25 .... Classical and scientific col¬ 85 1 32 20 t 1 8 1 24 leges. r Colleges for women . c97 78 Professional schools . 134 1 10 99 1 25 _ I _ 1 _ Louisiana . 24 1 15 i~7 i I i 9 | Classical and scientific col¬ 12 1 3 j„ i 1 . 9 leges. 1 Colleges for women 12 12 Maine . 95 7 1 68 4 1 23 | 4 2 j 1 | 1 Classical and scientific col¬ 89 7 62 4 23 |T7 1 4 2 1 leges. 1" i . Colleges for women . 6 6 1 . _ _ Maryland . . (Z343 2 49 2 5 2 249 33 .. Classical and scientific col¬ 48 2 41 *2 ! 5 2 leges. Colleges for women _ _ dl3 8 Professional schools . 282 249 33 i'~" ' _ Massachusetts . e729 31 428 14 45 3 12 44 8 125 53 6 Classical and scientific col¬ 617 r= 390 14 45 10 3 12 21 8 86 53 6 leges. Colleges for women . e50 38 Professional schools . 62 23 39 a Includes 3 degrees not specified. 6 Includes 4 degrees not specified. c Includes 19 degrees not specified. d Includes 5 degrees not specified. e Includes 12 degrees not specified. CLVIII REPORT OF THE COMMISSIONER OF EDUCATION. Table XV. — Statistical summary of all degrees conferred — Continued. All courses. Letters. Science. Philosophy. Art. Theology. Medicine. Law. In course. Honorary. 6 1 OB I 0 I O l o p Honorary. In course. £ o o K In course. Honorary. | In course. Honorary. In course. Honorary. In course. Honorary. In course. Honorary. Michigan . a524 12 79 6 27 34 2 - 7 2 196 175 2 Classical and scientific col- 0497 12 79 6 27 34 2 .. 7 2 169 175 2 leges. 27 27 Minnesota . 73 49 14 10 .... 63 44 9 10 J leges. 10 5 5 661 3 28 2 3 19 Classical and scientific col- 30 3 9 2 3 19 leges. 631 .... 19 Missouri . c352 2 117 1 26 7 1 5 .... 147 -- 36 1 Classical and scientific col¬ cl64 2 71 1 23 7 5 9 ! 36 1 leges. Colleges for women . 50 46 3 1 Professional schools . 138 138 " Nebraska . 12 7 4 = 1 .... Classical and scientific col¬ 12 7 4 1 leges. New Hampshire . cl24 16 64 7 21 4 2 26 3 c Classical and scientific col¬ 106 16 59 7 21 4 2 26 i 5 leges. Colleges for women . cl8 5 New Jersey . 247 10 200 1 41 1 3 5 3 3 Classical and scientific col¬ 218 10 176 1 41 1 3 3 3 leges. Colleges for women . 24 24 Professional schools _ 5 5 New York . . . dl, 453 40 472 15 148 35 ~4 1 26 14 546 199 6 Classical and scientific col¬ el, 036 40 443 15 148 35 4 1 21 14 170 199 6. leges. Colleges for women . /36 29 Professional schools 381 5 376 _ North Carolina . 86 13 59 3 5 1 ~1 7 9 5 4 Classical and scientific col¬ 82 13 55 3 5 1 1 7 5 9 5 4 leges. Colleges for women . 4 4 .... .... a. Includes 6 degrees not specified. d Includes 27 degrees not specified. 6 Includes 12 degrees not specified. e Includes 20 degrees not specified. c Includes 13 degrees not specified. /"Includes 7 degrees not specified. COLLEGIATE AND PROFESSIONAL DEGREES, CLIX Table XV. — Statistical suvwiary of all degrees conferred — Continued. All courses. Letters. 1 Science. 1 Philosophy. Art. Theology. Medicine. Law. In course. Honorary. In course. Honorary. In course. Honorary. In course. Honorary. In course. Honorary. In course. 1 Honorary. In course. Honorary. | i i £ p g 8 ! g a : | Ohio . a849 49 257 13 59 5 11 4 | 26 22 439 1 51 4 Classical and scientific col- 399 48 248 13 59 5 11 4 1 13 22 68 4 leges. 1 «15 9 Professional schools . 435 1 .... 13 371 1 51 .... Oregon . 5 32 L. 13 1 _ 32 13 leges. I'*" _ llll ' e Pennsylvania . 61 085 34 392 10 81 -- 20 4 4 21 13 488 49 7 Classical and scientific col- I lO I — CO 1 34 372 10 81 20 4 14 13 136 49 7 leges. 20 4 Professional schools . 359 7 352 ... Rhode Island . 82 2 77 2 5 • • - ■ | . I”*' Classical and scientific col¬ 82 2 77 2 5 . ! leges. ! South Carolina . 89 2 .64 i 2 25 Classical and scientific col¬ 48 2 48 2 leges. Colleges for ■women . 16 16 Professional schools. . . . 25 25 Tennessee . 452 22 153 8 23 1 5 16 7 218! 1 37 5 Classical and scientific col¬ 365 22 66 8 23 1 5 16 7 218 1 37, 5 leges. Colleges for women 87 87 1 _ ll| _ ! _ Texas . e44 9 25 3 5 7 . ] 2 Classical and scientific col¬ 31 9 231 3 5 ! 71 . i 2 leges. 1 I Colleges for women . . el3 2 _ Vermont . 87 2 25 2 3 2 4 .... 53 . 1 Classical and scientific col¬ 78 2 20 2 3 2 53 leges. Colleges for women 9 5 4! . | _ Virginia . 180 10 72 2 39 H 77| 5 35; . 3f oT' Classical and scientific col¬ 109 10 32 2 33| 5 10 34; 3 leges. C'OlWflfl for women 46 40 6 Professional schools . 25 ....1 25 a Includes 6 degrees not specified. d Includes 27 degrees not specified. 6 Includes 30 degrees not specified. e Includes 11 degrees not specified, c Includes 3 degrees not specified. CLX REPORT OF THE COMMISSIONER OF EDUCATION. Table XV. — Statistical summary of all degrees conferred — Continued. All courses. Letters. Science. Philosophy. § <1 Theology. Medicine. Law In course. Honorary. In course. Honorary. In course. Honorary. In course. Honorary. | In course. Honorary. In course. Honorary. In course. Honorary. | In course. Honorary. West Virginia . a50 .... 9 .... 6 Classical and scientific col¬ leges. Wisconsin . a 50 9 .... 6 1 = 6151 7 66 2 41 1 8 3 32 ; 1 Classical and scientific col¬ leges. Colleges for women . 139 c4 8 7 66 2 41 1 3 32 1 Professional schools . 8 .... District of Columbia . 686 7 i 16 2 1 1 j~l 10 ... 28 27 3 Classical and scientific col¬ leges. Professionol schools . 653 33 7 16 2 1 1 i l" 10 .... 22 6 3 27 Washington Territory . = = 2 2 — Classical and scientific col¬ leges. 2 2 a Includes 35 degrees not specified. b Includes 4 degrees not specified. c Degrees not specified. SALE OF COLLEGIATE AND PROFESSIONAL DEGREES. For several years I have called attention in these annual reports to the increasing sale of diplomas conferring degrees in arts, sciences, and the learned professions by certain persons controlling charters of educational institutions. For example, I men* tioned the “American University of Philadelphia” and “Richmond College” of Richmond, Ohio, in my report for 1876, page cxxii ; in that for 1877, page cvii, I alluded to the conferring of honorary degrees as a practice very liable to abuse and discountenanced by some of the best colleges because “it is quite easy for un¬ scrupulous and designing men to he corporators of a ‘ college ’ or ‘university/ or they can become the possessors by purchase of the charter of some decaying corpo¬ ration with a sounding name. When a charter is secured by either of these methods an imposing series of diplomas certifying to the conferring of various degrees is prepared ; advertisements are published which inform the public that, for a specified sum of money and the presentation of a satisfactory thesis, the applicant will be given the degree he desires. The thesis is unimportant ; the fee is the principal reason for conferring the distinction. Many foreigners have obtained degrees from such schools, to the scandal and disgrace of our country. It may be set down as an invariable rule that any ‘ college ’ or ‘ university ’ or professional school which grams -vV»egrees in absentia on the payment of certain ‘fees’ is a fraud. Fortunately, the num" ber of such institutions is not large.” In my* report for 1878, page cxvii, I said that “the Federal Government did not create th e corporations which are causing this scandal and has no power to cancel their char -tors. It is for the authorities of the States to move in the matter, and thus vindicate the honor of the nation and of American scholars.” And last year (p. cli) I remarked ' that << the thorough exposure of this base imposition will do much to vindi¬ cate the cliaracter of our superior instruction, and the leading universities and colleges nre taking e.fgcjent measures to restore and preserve the full significance of their honors. ” COLLEGIATE AND PROFESSIONAL DEGREES. CLXI It was with great interest that I received the letter of March 12 last from the hon¬ orable the Secretary of State which yon were pleased to send me. You will doubt¬ less remember that Mr. Evarts transmitted a letter from the Hon. Andrew D. White, United States minister at Berlin, reciting the attempt made by the possessor of a diploma from the “American University of Philadelphia” to obtain the official recog¬ nition of the legation, and the reference of another diploma from the same alleged in¬ stitution by the judicial authorities of the Empire for certification as to its genuine¬ ness and as to the standing of the institution granting it, as it was a question whether the possessor of the diploma could be allowed to practise his profession under it. Mr. White then continued as follows : After looking through the correspondence on ‘record in this legation and seeking in vain for the name of the institution in the list of colleges and universities pub¬ lished by the Bureau of Education in the Department of the Interior, at Washington, my answer was unfavorable to Yolland’s claim. Requesting further information from this Office, Mr. White closed his letter thus : That such cases as these have brought disgrace upon the American system of ad¬ vanced education and upon the American name in general is certain. This has been recently revealed to me incidentally in a curious way : In a very successful play now running at the Royal Theatre in this city, a play written, strangely enough, by a judge of one of the highest tribunals in the Empire, one of the characters, in casting a reflection upon another who is dignified with the title of doctor, declares a belief that the latter had simply bought his degree in America ; and in a recent novel, by a popular author here, the scoundrel of the book, having escaped justice in Germany, goes to America, and is at last advices very comfortably settled and practising medi¬ cine with a sham diploma which he has bought for money. All this, of course, is of no especial significance in this case, save as it shows that the fair name of our country has been and can be injured in the minds of a large num¬ ber of people even by such contemptible transactions as those herein referred to.1 1 In order that the materials for estimating the extent, boldness, and impudence of this sale may be preserved in some permanent form for the information of the public in the future, as well as the pres¬ ent, I subjoin an exact copy of the diploma submitted by the German authorities. The words written in the original are printed here in italics. Omnibus ad quos liter® praesentes pervenerint, prseses, curatores professoresque Universitatis American® Philadelphi®, Reipublic® Pennsylvani® legibus constitut®, salutem, Quum in omnibus academiis rite legitimeque constitutis, aut hie aut ubique gentium, usus laudabilis et antiquus fuerit, ut viri, qui vel literis vel artihus ingenuis, vel quibuslibet studiis liberalibus, non minus diligenter quam feliciter operam dederunt, interea recte atque boneste se gerentes, aliquo eximio bonore adorn arentur, et ad meritam dignitatem attollerentur, et quum nos, secundum leges reipublic® nostr®, amplissimam potestatem insigniendi decorandique titulis academicis, et promovendi ad gradus in sacra tbeologia, legibus, artibus liberalibus ac medicina viros bene merentes teneamus, nos igitur, bac auctoritate pr®diti, ususque antiqui baud immemores, decrevimus virum egregium, studiis optimis deditum, Paul Christoph Erdmann Volland, de cujus eruditione in chirurgia dentaria arte et probis moribus satis compertum exploratumque habemus, dignum atque idoneum qui honoretur, ut vir doctus altissimo dignitatis gradu ; quare uno animo et creavimus et feccimus eum cliirurgice dentarice doctorern , eique omnia jura et privilegia qu® ad ilium gradum attinent dedimus et concessimus. In quorum fidem, has literas signo magno universitatis literari® nostr® communiri jussimus, hoc decimoquarto die mensis Octoberis annoque Domino nostri millesimo octingentesimo septuactesimo nono . JOHN BUCHANAN, M. D. JOHN J. FULMEB, M. D. ROBT. DEBEUST, M. D. RICHARD EORBES, M. D. • CHARLES G. POLK. M. D. C. H. KEHNROTH, M. D. JAMES COCHRAN, M. D. A. P. Bissell, LL. D. J. K. BOWERS, M. D. James Robinson. This diploma was fortified by the following certificates : I, Philip A. Cregar, a notary public for the Commonwealth of Pennsylvania residing in the city of Philadelphia, do hereby certify that the diploma hereto annexed from the “American University of Philadelphia ” is the regular diploma of that institution ; that the university is a regularly incorporated institution in good standing, and that the signatures on said diploma are genuine and were acknowl¬ edged before me in due form of law. Witness my hand and notarial seal this fourteenth day of October, A. D. 1879. [SEAL.] PHILIP A. CREGAR, Notary Public. State of Pennsylvania, ? County of Philadelphia , > * * ' I, William B. Mann, prothonotary of the courts of common pleas of the county of Philadelphia, do hereby certify that Philip A. Cregar, esquire, by whom the annexed certificate was made, was at the time of so doing, and now is, a notary public in and for said county, duly authorized to take acknowl¬ edgments and administer oaths, &c., and that I am well acquainted with the handwriting of the said Philip A. Cregar, notary public, and verily believe the signature thereto is genuine. In witness whereof I have hereunto set my hand and affixed the seal of the said courts this 16th day of October, 1879. [seal.] WILLIAM B. MANN, Prothonotary. ( Eclectic Medical College SEAL: < and American University, ( Philadelphia, 1850. E — XI CLXII REPORT OF THE COMMISSIONER OF EDUCATION. Impressed with the importance of the opportunity, I prepared and printed a circu¬ lar letter, containing Mr. Evarts’s communication and the papers accompanying it, copies of which were sent to institutions conferring degrees in arts, sciences, med¬ icine, law, dentistry, and pharmacy, as well as to prominent medical men of every school of practice. Special copies of the circular were sent to the Hon. J. P. Wickers- ham, superintendent of public instruction for the State of Pennsylvania, so that he might lay the matter before his excellency the governor and obtain the cooperative action of the State’s attorney general, Hon. Henry W. Palmer. Dr. Wickersham, on the 30 th of March, laid the whole matter before the governor, who promptly commu¬ nicated with Attorney General Palmer. Meanwhile great interest was manifested by persons and institutions that had received the circular from this Office, and many hearty offers of cooperation were received. Several of these communications con¬ tained letters from p ersons desiring to purchase degrees. 1 Meanwhile, a few public spirited men in Philadelphia had determined to devote time and money, if necessary, to put down this disgraceful traffic. The proprietors of the Record, a daily paper of the city, and Mr. John Norris, one of its editors, assumed this responsibility. The first thing to be done was to obtain sure evidence of 1 For example, Doctor Bettmann, of G-ray, Haute-Saone, France, says, under date of May 9, 1879 : “Please inform me whether I can procure a diploma from your university, and at what price. I sell many, and have some of a university of Philadelphia.” John Neuzerling, claiming to he a dental stu¬ dent at Lohr-on-Main, Bavaria, says, January 2, 1880: “I would be willing to send in my examination in writing as you may require, and also to appear in person, under the condition that you would give me the diploma as soon as I arrive there, so that I could travel home by the next steamer. Or, if you prefer, you could send me the diploma dated four weeks in advance ; I would then travel to - ; this way I would give the preference.” M. van Gelderen, jr., surgeon dentist, writing from No. 517 Heerengracht, Amsterdam, Holland, remarks: “The possibility of passing in much less time than one whole semester will suit me still better, and will induce me more to undertake the journey very soon. The college able to offer me the easiest way is the one I shall choose.” Luigi Bebolla, physician and surgeon dentist, of Naples, Italy, would consider it a high honor and ornament to himself if he were in possession of the title of doctor in dental surgery conferred by the university he addressed. Per¬ haps, however, the most interesting of these examples is the following, not only on account of the writer’s subsequent connection with the diploma selling of the so-called Bichmond College, in Ohio, hut also with the notorious transactions of the Philadelphia degree vendors : [Confidential memorandum from Dr. E. A. Sturman, ph. d., &c., principal, Packington College, 145 Packington street, N.] London, 2, 11, 1869. Honoured Sir: Will you kindly let me know by next mail whether you could grant me degrees { honorary or otherwise) for gentlemen I could introduce to you as qualified, they proving themselves proficient by writing a suitable petition in Latin (including their biography) and forwarding their tes¬ timonials and manuscript or printed works; or, further, by passing (if you desire it) an examination at this college, the questions being proposed by yourself. If you would oblige me by doing this I will guarantee £1,000 a year, or £8 or £10 for each diploma. Let me have your kind reply at once. Yours, very faithfully, EDWARD ALBERT STURMAN, M. A., PH.D., LL.D., M. R. C. P., F. S. A., F. A. S. L., M. S. R. A., F. E. T. 6., &C., &C. P. S. — What degrees could you grant? I should like a B. a. or M. a. for myself, so that I could show the kind of diploma to my friends and pupils. Another example must suffice. It was written by a man who since has moved to London, where he became identified with the sale of diplomas, false titles, and pretended offices. [From Dr. Med. S. Olschowsky.] Berlin, S. W., Zimmer- Strasse 52, 13, 6, ’78. Dear Sir: I am sorry you did not yet answer my letter from April 26th, the more as it is my own interest to treat the affair'with greatest precaution arid discretion. Perhaps you would prefer to receive directly every proposal of promotion, and to send me the diploma after having proved my proposal. I therefore request you to specify your conditions for it, although 1 believe this way is a little trouble¬ some and you do better by giving me bianco-diplomas, what is in no wise dangerous for you, but the most prosperous for you and me, as, by my experience of many years, I understand to treat the affair with the greatest circumspection, so that the reputation of your university will be preserved. I therefore hope you will enter into connection with me, either by sending, me to you, single proposals of promotion, or — and this is better — by sending, you to me, half a dozen bianco-diplomas. In every case I hope to get a prosperous and detailed answer, or, better, the diplomas, for we lose so much time by a long correspondence in account of the great distance. I remain, dear sir, yours truly, Dr. OLSCHOWSKY. This person has been advertising in the German paper Kladderadatsch as “Dr. O., 8 Ravendon street, London, S. E.,” and was thoroughly exposed in the Pharmaceutische Centralblatt of February 8, 1878. Other recent advertisers for the custom of the vain and unscrupulous are C. W. Howard, presumably of London, England; E. Gies, of No. 238 Brixton, London, S. W.; Discretie, Keizerstraat 1, Amster¬ dam; Discretie Annoncen-Bureau, Dam 15, Amsterdam ; and Central Annoncen-Bureau, Carlsstrasse 1, Breslau, Germany. COLLEGIATE AND PROFESSIONAL DEGREES. CLXIII some unlawful act by the officers of eacli suspected corporation, and Mr. Norris bad already begun tbe necessary operations against “The Philadelphia University of Med¬ icine and Surgery/7 of which Thomas B. Miller, M. d., a minister of the Methodist Episcopal church, was dean. The arrival of the papers from the Berlin legation caused Mr. Norris, who was already in communication with the Hon. H. W. Palmer, to come here with proper letters of introduction from the State Department ; the matter of investigating and exposing the practices of John Buchanan and his associates was intrusted to him, the Federal Government having no fund out of which the expenses of such a proceeding could be paid. The sale of diplomas, if proved, was an offence against the statutes of Pennsylvania ; but it was probable that Buchanan was using the postal facilities of the United States to forward his fraudulent wares and receive pay for them. If some evidence of such use could be procured, a warrant of arrest from the Federal courts might be obtained, and the collusion between Buchanan, certain notaries, and other small State officials broken up. Thirty years ago Buchanan is reported to have been a porter in an oil cloth fac¬ tory. When the eclectic system of medical practice arose out of the Thompsonian and botanic methods of medication and began to excite public attention, he seems to have adopted its dogmas as a means of improving his personal position and fortunes. He became connected with the Eclectic Medical College of Pennsylvania, which was chartered in 1850, and finally, in 1858, obtained the control of it, the principal men who founded the school having retired from its management. Whether the practice of selling diplomas was begun before or after this rupture is not known to me ; it is cer¬ tain, however, that Buchanan speedily became known for this traffic after he obtained the mastery of the corporation. The confusion caused by the war of 1861-1865 covered his illegal actions effectually, and in 1867 he was emboldened to extend his operations outside of degrees in medicine by obtaining, under the general incorporation law of the State, a charter for the American University of Philadelphia. His scandalous practices increased to such an extent that the provost and faculty of the University of Pennsylvania and other distinguished friends of sound learning tried, and with success, to have the last named charter repealed by the legislature. This was accom¬ plished in 1873, but the supreme court of the State decided that the legislature could not in this way put an end to the corporation. The only effect was to advertise the business, and Buchanan continued selling diplomas as before. Practices like this had been expressly condemned by formal resolution of the National Eclectic Medical Asso¬ ciation at its animal meeting in 1871. He revenged himself in 1879 by taking its name for another corporation which he established under the laws of Pennsylvania. The real association was already chartered, March 27, 1871, by the New York legislature. He also, under the name of James Murray, d. d., obtained a charter from the legisla¬ ture of West Virginia, for the “Livingston University of America.77 He also organized a “College of Pharmacy77 in the Philadelphia University. He proceeded to organize local medical societies, subordinate to but represented in his association ; and finally his pupils or correspondents began to establish diploma machines in other places. Thus a formidable combination of ignorant but cunning and unscrupulous men, fur¬ nished with corporate powers of indefinite extent and various origin, had been formed and was on the point of spreading from Philadelphia and Pennsylvania into other cities and States. The situation was further complicated by the existence and loose practices of other educational corporations which, not venturing perhaps to follow Buchanan’s example literally, gave diplomas after insufficient or partial instruction or pretence of instruc¬ tion. Among these appear to have been the Philadelphia University of Medicine and Surgery, of which T. B. Miller, M. D., has been dean; its unauthorized corporate partner, the Quaker City Business College; the Penn Medical University or College; and the Philadelphia Electropathic Institution. Against these, in addition to Buchanan’s three corporations, Mr. Norris, as has been stated, began his well devised and successful plan of exposure. For $25 he obtained CLXIV REPORT OF THE COMMISSIONER OF EDUCATION. from Dean Miller a certificate of scholarship in the Philadelphia University of Medi¬ cine and Surgery,1 a matriculation ticket for the session which ended last spring (1879-80), 7 “professor’s tickets,” dated October 6, 1879, which admitted him to the lectures of that term, and a certificate which states that the hearer (Mr. Norris) was “entitled to practise medicine from this date,” i. e., February 27, 1880. Under the name of John William Fanning he obtained a medical doctorate from the Eclectic Medical College of Pennsylvania, dated April 20, 1878, as well as a certificate of same date from Buchanan’s “National Eclectic Medical Association” as to said Fanning’s membership therein and to his eminent qualifications in medicine, surgery, and obstetrics. As “George Austin Dawson,” Mr. Norris purchased a doctorate of laws from the American University of Philadelphia, dated January 1, 1878 ; under the name of Henry Dawson, he bought a doctorate of sacred theology from the last named school and a doctorate of civil law from the Livingston University of America, both dated May 26, 1878; as “John N. McLean” he purchased the degree of “master in electro¬ therapeutics,” dated June 1, 1880, from the Philadelphia Electropathic Institution, not, however, without being obliged to attend six or seven lectures on the medical vir¬ tues of electricity. Some of these diplomas were procured by mail, and thus afforded the opportunity to arrest their vendor, John Buchanan, and seize his place of opera¬ tions in Philadelphia. This was done, and the authorities obtained detailed and abun¬ dant proofs of the extensive sales he had carried on, and ample justification for the repeal of the charters controlled by him. He was promptly indicted, and measures were taken before the proper court to have the two charters issued in Pennsylvania annulled. Buchanan’s courage gave way in this state of his affairs, and he determined to re¬ lieve himself from his embarrassment by his usual expedient, flight. On more than one occasion he has escaped the hand of the law by running away, till his confeder¬ ates could quash indictments or otherwise dispose of indictments and bail bonds. To fly he must be free ; to be free he must be bailed ; to be bailed he must give hie sureties ample security for the amount of his bail by mortgaging his property. He mortgaged it accordingly, and was released on bail ; but he found that his former tactics would be of no avail on this occasion. He therefore determined to rescue his bondsmen from liability and his property from forfeiture by feigning suicide. He em¬ ployed some one to personate him; the supposed Buchanan, a skilful swimmer, jumped at night from a ferry-boat plying between Camden and Philadelphia, while the real Buchanan fled to Canada, supplied with a number of diplomas, by the sale of which he hoped to procure the necessities if not the luxuries of life during his exile. The 1 Originally chartered February 26, 1853, as the “American College of Medicine in Pennsylvania,’ ’and again, February 15, 1860, as the “American Medical College of Pennsylvania and the Eclectic Medical College of Philadelphia.” The present designation was authorized by the legislative act of March 21, 1865. This much named school or alleged school, under its founder, Dr. William Payne, was highly esteemed by the eclectic physicians of the country (Outline History of Eclectic Medicine, by Dr. Alex. "Wilder, in Transactions of the National Eclectic Medical Association, 1875, p. 48). Under the man¬ agement of Miller it seems to have degenerated to Buchanan’s level in public esteem. The dean al¬ ready named and William Major, secretary of the corporation, have been disciplined by their church for fraud, the former being expelled and the second suspended. The Philadelphia University of Medicine and Surgery has also a “ department of arts,” which to the outer world is known as the “ Quaker City Business College,” chartered March 14, 1865, by the legis¬ lature with “power to teach all branches of learning necessary for the thorough theoretical educa¬ tion of young men for the various duties and employments of life, and to impart instruction in such other literary and scientific knowledge as may from time to time he deemed expedient,” and with “ power to confer degrees of merit on such persons as shall have completed the prescribed course of study,” &c. In November, 1868, this commercial school with its university charter joined hands with Dr. Miller’s medical school, the trustees artlessly designing “to build up a free and untramelled insti¬ tution of learning in which young men and women could receive a collegiate education at the lowest possible cost to the students, and to break down the exclusive and aristocratic monopoly existing in the older and illiberal institutions.” (“ Exposure of the conspiracies against the Philadelphia Univer¬ sity of Medicine and Surgery,” pp. 1-5.) COLLEGIATE AND PROFESSIONAL DEGREES. CLXV authorities were not deceived, however ; he was discovered in his hiding place, en¬ ticed over the border into the State of Michigan, arrested, and brought hack to jail. He has entered a plea of guilty to three several indictments, hut for certain reasons sentence has not been passed on him as yet. The proceedings against the charters have not been resisted seriously, and finally the court of common pleas No. 3, for the county of Philadelphia, has abolished the corporations. The “American University of Philadelphia” and the “Eclectic Medical College of Pennsylvania” have had no legal existence since the 30th of September, 1880. Dr. T. B. Miller, whose name I have mentioned more than once in this account, was also arrested last August on complaint of Mr. Norris, but has been bailed. The per¬ sons now controlling the charter of the Philadelphia University of Medicine and Surgery claim that they have never authorized any of his irregular practices and that he is no longer a member of the corporation. The “Washington Medical Institution” of the District of Columbia is doubtless a similar instrumentality for diploma-selling. One Selden W. Crowe, M. t>. , has been the manager of it; but on the 12th of the present month his death was advertised in the New York Herald. Whether he is really dead or not remains to be proved. I would urge that some suitable measures be taken so that educational corporations created in the District of Columbia under the general statute shall be subject to some oversight or liable to some penalty if they misuse the powers given them. A pupil and imitator of Buchanan has been trying for some years to establish this traffic in the New England States. He succeeded in getting a charter for “the New England University of Medicine and Surgery” from the New Hampshire legislature; but it was repealed at the next session. The founder, one H. C. Stickney, however, has shown some originality in his proceedings, in that, since the repeal, he has con¬ tinued to sell degrees as before. Some of these purport to be from the medical corpora¬ tion already mentioned, and others from a “New England University of Arts and Sciences,” which never had any existence outside the brain of its concocter. I do not wish to say much more about this distressing and disgusting affair ; but I wish to emphasize the fact that most of the rascals who have disgraced their country in this way are still at large. Even if John Buchanan should die in jail, the others will, sooner or later, return to the practices out of which they have profited so largely in the past. Old charters will be bought up, new charters will be procured, and the same specious cant which has hidden the iniquities in Philadelphia will be used to con¬ ceal their revival in other places. The only way to anticipate and circumvent these attempts is to declare all educational charters heretofore issued and not now in active and reputable use by responsible corporations void and defunct after a specified time; to enact laws forcing persons who wish to obtain charters for institutions of collegi¬ ate or professional character to give heavy bonds for their proper use ; and, finally, to discourage the practice of conferring honorary degrees, save under careful restrictions. CLXYI REPORT OF THE COMMISSIONER OF EDUCATION. Table XYI. — Summary of statistics of additional public libraries for 1880. States and Territories. ] B ® >5 05 © P Mi a V g a a rj © 'P ^ © >3 Yearly expendi¬ tures. © a p-2 na © §3 P3 Arkansas . California . Colorado . Connecticut . . Georgia . Illinois . Indiana . Iowa . Kansas . Kentucky . Maine . Maryland . Massachusetts . Michigan . Mississippi . Missouri . Nebraska . New Hampshire . New Jersey . New York . Ohio . Pennsylvania . Khode Island . Texas . Wisconsin . District of Columbia .. Utah . 1 1 2 5 1 4 1 1 2 4 /H 2 5 3 2 3 1 1 2, 0C0 33, 300 10, 241 1,700 2, 000 7, 057 984 3, 300 1,315 1,500 1, 569 700 *9, 027 1,009 2, 927 6, 000 600 2 212 2, 602 /35, 636 800 2, 577 8, 044 1, 791 2, 552 800 300 50 a700 a51 61, 050 2, 000 c955 a216, 129 a7, 800 a320 64, 400 800 a40 196 100 d2, 452 300 ' o © a £ iries. CE C3 © U 5 © it §1 o a Alabama . 1 (a) ...... (a) (a) (a) (a) Arkansas . 1 13 4 32 139 750 California . 1 3 0 30 103 150 Colorado . . ( b ) Georgia . 1 e 4 58 182 600 100' Illinois . 1 40 132 605 Indiana . 1 25 3 127 666 2, 100 200' Iowa . 1 35 10 113 420 1,000 100 Kansas . 1 6 2 52 139 340 40 Kentucky . 1 23 7 78 417 1, 200 100 Louisiana . 1 3 6 23 250 40 Maryland . 2 19 6 72 278 275 50 Massachusetts . 1 46 30 129 | 981 2,842 398 Michigan . 1 (a) (a) ...... . Minnesota . 1 10 o 27 48 I 400 Mississippi . 1 7 12 32 427 40 Missouri . 1 20 3 98 469 1, 200 100 Nebraska . . 1 9 1 1 22 j 39 225 65 New York . 2 1 100 1 11 382 | 1,760 1 1,920 108 a Reported with statistics for the deaf and dumb (see Table XVIII and summary). b School not yet opened. CLXXIV REPORT OF THE COMMISSIONER OF EDUCATION Table XIX. — Summary of statistics of schools for the Hind — Continued. States. Number of schools. N umber of instructors an d other employ6s. Number of blind employes and workmen. 1 Number of pupils. Number of pupils admitted since opening. Libraries. Number of volumes. Increase in the last school year. North Carolina . „ . 1 Ohio . 1 61 9 180 1, 043 500 Oregon . 1 30 Pennsylvania . 1 37 26 168 1, 011 1, 000 50 South Carolina . . 1 2 1 15 45 Tennessee . 1 11 3 30 222 1,141 46 Texas . . . 1 24 3 84 485 701 20 Virginia . 1 6 2 35 240 100 10 West Virginia . 1 4 0 24 56 200 30 Wisconsin . 1 22 1 89 296 1, 100 60 Total . 30 532 | 146 2,032 9, 731 18, 431 1, 557 Table XIX. — Summary of statistics of schools for the blind — Continued. Property, income, &c. States. V a 1 u e of grounds, buildings, and ap¬ paratus. Amount of State or municipal appropri¬ ation for the last year. Receipts from other States and individ¬ uals for the last year. Total receipts for the last year Total expenditure for the last year. A labama . . . ( a ) (a) (a) Arkansas . $20, 000 $9, 500 $9, 615 $10, 027 California . (a) (a) $2, 648 638, 648 (a) Colorado . Georgia . 80, 000 13, 500 125 10, 250 9, 802 Illinois . 114, 713 28, 318 1, 697 30, 016 33, 282 Indiana . 374, 644 30, 000 301 30, 300 28, 781 Iowa . . . . 300, 000 21, 200 648 27, 128 24, 293 Kansas . 100, 000 11, 140 0 11, 140 9, 640 Kentucky . . 100, 000 19, 289 30, 648 22, 578 Louisiana . c3, 000 dlO, 000 0 6, 600 7, 200 Maryland . 250, 000 18, 200 5,800 Cl, 312 30, 158 Massachusetts . 305, 637 30, 000 11, 560 67, 094 65, 029 Michigan . (a) (a) (a) Minnesota . 30, 000 8, 000 8, 000 8, 000 Mississippi . 6, 000 8 400 o 8, 000 Missouri . 250,000 33, 000 0 33, 000 30, 800 Nebraska . 15,000 1 8, 200 0 8, 200 6, 765 New York . 725,447 85, 159 11, 829 149, 635 146, 500 a Reported with, statistics for the deaf and dumb (see Table XVIII and summary). 6 For both departments. c Value of furniture. d Actual receipts on same, $6,600. SCHOOLS FOR THE BLIND. CLXXV Table XIX. — Summary of statistics of schools for the blind — Continued. Property, income, &c. States. . % Value of grounds, buildings, and ap¬ paratus. Amount of State or municipal appro¬ priation for the last year. Receipts from other States and indi¬ viduals for the last year. Total receipts for the last year. Total expenditure for the last year. North. Carolina _ _ _ _ ..... _ .... _ ........ (a) Ohio . $500, 000 $33, 000 $3, 694 $36, 694 $40, 235 Oregon ... _ _ _ .... _ ..... _ _ _ _ _ Pennsylvania . . 205, 000 643, 500 21, 246 53,871 54, 626 South Carolina . (a) (a) c534 c8, 334 (a) Tennessee . 110, 000 17, 000 0 17,224 16, 569 Texas . 75, 000 18, 710 0 18, 710 19, 910 Virginia . (a) (a) 0 c35, 782 (a) W est Virginia _ _ .... _ ...... _ ......... (a) ( a ) c27, 163 (a) Wisconsin . . . . . . . . . 155, 000 dl9, 200 18, 200 18, 144 Total . 3, 719, 441 465, 316 60,082 707, 564 590, 339 a Reported with statistics for the deaf and dumb (see Table XVTII and summary). & Actual receipts on same, $32,625. cFor both departments. d Includes special appropriation for building purposes. It is scarcely half a century since schools for the blind were first opened in this country. Their management and the methods of instruction employed in them have ceased to be matters of experiment, consequently their progress has come to be marked by growth rather than by change; each year is showing advance. Attendance is in¬ creasing, larger appropriations are being made, better facilities for obtaining appa¬ ratus and books are being enjoyed, new buildings are being erected or old ones adapted more closely to the needs of their occupants, and the means and methods of teaching are showing the improvement which is naturally due to the attention which has been bestowed upon them. In Oregon the school for the blind, which was closed in May, 1879, has not been re¬ opened. The legislature of Colorado has appropriated $20,000 for additional build¬ ings and furnishing for the school, which has hitherto received only the mute ; here¬ after the blind will share the benefits of this institution. Several institutions have been enlarged recently in capacity and usefulness by the erection of buildings. In California a refectory and a girls’ home are being built, in accordance with a plan for a series of cottages that was adopted after the disastrous fire which visited them in 1875. A new building has been erected in the girls’ department of the Massachusetts school. It will be occupied by school, music, sewing, and knitting rooms, the library, and the collections of specimens of naturjJl history, and various educational appli¬ ances. At the Pennsylvania institution a gymuasium has been built and furnished. The buildings of the North Carolina school have been enlarged by the addition of a wing to the principal building and the erection of a workshop for the colored depart¬ ment. Extensive repairs have been made in several other institutions. The apparatus for the use of the blind has received a valuable addition in the in¬ vention of a point writer, which enables a blind person to write with the face of the page upward. This allows the operator to read the portion of the page which ho has written, as is often desirable, without removing the sheet from the instrument and turning it over. Few appliances, other than books, have as yet been provided by the CLXXVI REPORT OF THE COMMISSIONER OF EDUCATION. American Printing House for tlie Blind, at Louisville, Kentucky, which was endowed by Congress last year. Its work in the early part of the year was confined for the most part to stereotyping books that were out of print and were still in demand. In August, the board of trustees, composed of the superintendents of the several schools in the country and several citizens of Kentucky, met at Louisville, accepted their trust, empowered the members resident in the State to manage the property and direct the financial affairs of the printing house, and recommended the appointment of a committee to present annually a list of books to the superintendents of the several institutions, from which each superintendent might choose one. Books receiving the greatest number of votes are to be printed in such type as the majority may designate. The following list of books has been made out : A series of readers in the New York point style of print ; Swinton’s Outlines of History; Boys of Other Countries, by Bay¬ ard Taylor ; Macaulay’s Essay on Clive ; Motley’s Essay on Peter the Great ; Hill’s Principles of Rhetoric ; Steele’s New Chemistry ; Dana’s Geological Story ; Hill’s Ele¬ mentary Geometry ; Robinson’s Algebra ; Lockyer’s Primer of Astronomy ; Lawrence’s Primer of American Literature ; Selections from Bryant ; Macaulay’s Lays of Ancient Rome ; and Nichol’s Fireside Science. Any institution may designate what books shall be printed for itself, up to the full amount of its share of the proceeds of the national endowment fund, and the style of type that shall be used, and it may make a requisition for books or apparatus not pro¬ vided by the American Printing House to an amount not exceeding 20 per cent, of its share. The amounts assigned in the division of the income ($10,000) of the national grant varied in 1880 from $50.46 to the Oregon and South Carolina institutions to $1,045.87 to the New York City school, or $4.59 to each pupil connected with the vari¬ ous schools on the first Monday of January of the year previous. This enumeration in 1880 showed 2,245 blind pupils, and the per capita allowance for 1881 is placed at $4.45. The amount of this aid and the manner in which it is provided make it of inestimable value. The establishments which have been engaged in printing for the blind have de¬ voted themselves chiefly to the production of text books, and have avoided the publi¬ cation of religious literature. This work is about to be undertaken by a society organized for the purpose in Philadelphia. Leading ministers of the several denomi¬ nations are upon its board of trustees, and no book is to be printed without the unanimous approval of the board.1 Admission to the several institutions is usually free to persons of suitable age and condition residing in the State in which the institution is located, if their sight is so defective as to render it impossible for them to be educated in the public schools. In some States, as, for instance, Maryland, Massachusetts, and Virginia, only the indi¬ gent blind are educated at public expense. The suitable age for children to enter a school for the blind varies with their circum¬ stances. The suggestion on this point offered to the parents of blind children in Ohio is, “ If they can be under good influences at home, can have the care of mothers and sisters, can take exercise in the open air, can be taught the use of words, can learn to count and to perform some of the operations in arithmetic, and commence learning to read, it is unquestionably better for them to remain at home until they are ten or perhaps twelve years old.” Many schools have inferior and superior limits fixed as to the ages at which youth may be admitted. The inferior limit varies from 6 to 10 years, and the superior from 18 to 25 years. Oftentimes the latter limit does 1In connection 'with this subject, I would invite special attention to Dr. 'William Moon’s Embossed Alphabet and the numerous books for the blind prepared in those characters. The alphabet is based on the ordinary “Koman” letters, eight of which are retained unaltered, fourteen others having parts left out, and five being replaced by new but very simple forms ; it is easily learned by the aged and by those whose fingers have become hardened by work. It is therefore specially calculated to favor home reading and private study by the blind, but is not intended to antagonize any other effort for their enlightenment or improvement by public or private agencies already established. Dr. Moon’s partic¬ ular desire is to establish free lending libraries for the adult blind in the chief cities and towns of the world, and to organize a system of instruction by Bible-readers, district visitors, and other agents, so that the darkened life of the many who are too old for school and too poor for idleness may be cheered and sustained by this introduction of elevating thought and emotion. Dr. Moon’s publications are in more than two hundred languages and dialects, and are distributed to all parts of the world. SCHOOLS FOR THE BLIND. CLXXVII not apply to the workshops, so that all who may he benefited by training in them are received. A child is of suitable condition for attendance when he is possessed of suffi¬ cient physical soundness and vigor and mental capacity to be benefited by the teaching afforded and is not confirmed in vicious habits. The interrogatories that are sent to persons who wish to place children in these schools inquire not only as to the matters already mentioned, but also as to the duration, cause, and extent of the blindness, and the habits, conditions, and relations of parents and other relatives, in order that light may be thrown upon the cause of this grievous calamity. Superintendents of these schools are urging parents of blind children to give close attention to preparing them for school work. They may be prevented from acquiring habits that will seriously hinder their future progress, and may be aided in gaining information, making ad¬ vances along the line of school training, and forming habits of study and useful¬ ness. Fondness for music should be cultivated, and physical activity encouraged and required. The typical institution for the education of the blind has three departments, viz, the literary, the musical, and the industrial. The literary department is devoted to instruction in the studies pursued in the primary and intermediate grades of public schools, and occasionally in branches commonly found in high schools. The methods employed are much the same as in other schools. Kindergarten instruction and object teaching are producing good results. The superintendent of the Massachusetts school says: “The introduction of the Kindergarten in our primary classes proves to be as important an era in the development and progress of education for the blind as in schools for the seeing.” Some schools have a definite course, which must be passed over before the pupil is entitled to a diploma. Most studies are as easily mastered by blind as by seeing scholars. Geography seems to give greater trouble. The report of the committee that examined the scholars in the Kansas institution gives testimony to the capacities of the blind for learning as well as to the efficient work of teachers in that special school. It says : “ The literary training and education which the blind are receiving in the Kansas institution is as good as that which pupils are receiving in any of the public schools of the State.” The musical department supplies instruction in vocal and instrumental music and in the tuning of pianos and organs. The experiences of the year have furnished ad¬ ditional proof that through this musical instruction a few blind become eminent in their calling, a larger number attain a proficiency sufficient to make their accomplish¬ ment a means of livelihood, and still more obtain a knowledge and expertness which enable them to be a pleasure to their friends and a solace to themselves. The tuning and repairing of musical instruments continues to be one of the most available and profitable industries open to the blind, and instruction in it has been recently intro¬ duced into several institutions. The principal trades which are taught the blind are cane seating of chairs and the making of brooms, brushes, and mattresses for the boys, and hand and machine sew¬ ing and fancy work for the girls. The comparative value of the different industries and the prominence given them by the several schools depend much on the locality. In the institution in New York City preference is given to mattress making; at the New York State school and the schools in Ohio and Wisconsin, to broom making; and in the Minnesota school, to cane seating. The school in Ontario, Canada, follows basket making as the chief industry. The superintendent of the Pennsylvania school says : Our institution * * * has attempted to instruct in every branch that we have heard of suitable for the blind; basket making was introduced, and may, possibly, be renewed. In some places it has succeeded. Of the branches taught for some years, broom making is the prominent one. * * * We make brushes to a limited extent, and also teach carpet weaving, mattress making, and cane seating. * * * We find that broom making can be most successfully followed in after life. Of work for female pupils, he says: They become skilful operators of the sewing machine. We teach them to sew and to knit, also crocheting. We have introduced the beautiful Indian basket work. E— XII CLXXVIII REPORT OF THE COMMISSIONER OF EDUCATION. After some trouble, an Indian woman was engaged to teach the pupils. We get the material already prepared, and the work is satisfactory, and nearly supersedes the bead work. The shops usually pay a little more than current expenses, not including teaching. Among the reasons why they are not more profitable are the competition of machinery, the amount of imperfect work done by the blind learners, and the waste incident to the employment of unskilled laborers. In Arkansas, any surplus remaining after cur¬ rent expenses are paid may be used in aiding indigent graduates to set up in business. Other States make provision for giving the poor who go out of their institutions the tools necessary to the successful conduct of the trades they have learned. Penn¬ sylvania has established two industrial homes for needy graduates of her school and other adult blind. Table XX. — Summary of statistics of schools for feeble-minded youth. Name. Number of instructors and other employes. Number of inmates. Number dismissed im¬ proved since opening. 6 2 o o a Expenditure. Male. Female. Total. 1 Connecticut School for Imbeciles . 25 47 31 78 2 Illinois Asylum for Feeble-Minded Chil¬ 70 238 193 431 289 $60, 000 $60, 000 dren. 3 Indiana Asylum for Feeble-Minded Chil¬ 44 45 27 72 12, 000 12, 000 dren. 4 Iowa State Asylum for Feeble-Minded 27 98 62 160 10 24, 000 24, 000 Children. 5 Kentucky Institution for the Education 29 71 63 134 73 33, 964 29, 561 and Training of Feeble-Minded Chil¬ dren. 6 Private Institution for the Education 7 46 18 64 140 36, 500 of Feeble-Minded Youth, Barre, Mass. 7 Massachusetts School for Idiotic and 21 67 53 120 18, 000 18, 000 Feeble-Minded Youth. 8 Hillside School for Bcicfcwcird nnd Fcohlc 9 6 3 9 15 Children, Fayville, Mass. 9 Minnesota School for Idiots and Imbeciles 8 14 8 22 0 6, 000 5, 050 10 Trlint Asylum R.amda.ll’s Island _ _ 119 92 211 11 New York Asylum for Idiots . . 54 289 750 55, 696 53,305 12 Ohio Institution for the Education of 114 348 218 566 201 ' 92,945 92, 945 Imbecile Youth. 13 PennsylvaniaTraining School for Feeble- 78 199 117 316 458 62, 116 63, 143 Minded Children. Total . 486 1,298 885 «2, 472 1,936 364,721 | 394, 504 a Sex of 289 not reported. The interest in the education of feeble-minded children is extending, and efforts for their improvement are largely successful. The table shows an increase in the force of teachers and officers and in the attendance of pupils. No new school appears on the list. An attempt has been made in Maryland to establish an institution of this class ; a bill in its favor passed the house of delegates but failed in the senate. A cor¬ poration styled the Maryland Institution in Baltimore County for the Feeble-Minded was formed and is endeavoring to obtain funds sufficient to warrant the opening of a school. The condition of established schools is shown not only by their statistics, but also by many facts in their recent experiences. SCHOOLS FOR THE FEEBLE-MINDED. CLXXIX The difficult task of adapting the lessons of the school room to the capacities and eccentricities of the pupils has received continued attention. In Illinois the pupils are divided into ten classes. The three highest are regularly graded 5 the others are instructed according to the needs of individual pupils. Abuudant testimony to the general success of school room work exists. When the Minnesota school opened last year one child only could read; the remainder had received no instruction. At the end of a year, during which twenty children were admitted, two had written letters home, seven used writing hooks, three read in the primer, seven sang, and about half joined in the physical exercises of the school room. At the private school in Barre, Mass., five day schools have been in operation. The sessions are from 9 to 12 o’clock and from 2.30 to 5 o’clock. The great variety of exercises devised serves to secure attention, and to prevent undue weariness amusements are largely used in arousing the children’s dormant powers. Kindergarten methods have been introduced, aud have proved of great advantage as a means of imparting instruction and of develop¬ ing general capacity for industrial training. The shops in which pupils have been employed have contributed somewhat to the maintenance of the schools. In some instances extended repairs have been made and much painting and carpentry done by inmates. Farm labor is still recognized as the best work that can be provided. Wherever there is little or no land the wish is expressed either for a larger area or for a change of location that will place the insti¬ tution upon an extensive farm. Work upon the grounds and gardens is found condu¬ cive to the health and improvement of the inmates, as well as profitable to the insti¬ tution. The superintendent of the Iowa State asylum says : More than two-thirds of all our institution work is performed by the pupils who, three years ago, were utterly incapable of performing any kind of duties whatever. In kitchen, dining room, laundry, and household duties our girls assist, and in sew¬ ing many have become quite efficient. In the Massachusetts school for feeble-minded girls the sum saved by the work in the sewing school more than equals the salary of the teacher. The results of these schools for feeble-miuded children confirm the opinion given by a committee of the Charity Organization Society of England “that a small propor¬ tion may be made self supporting ; that a further larger proportion may be trained to do some useful work ; and that as a general rule the habits of the remainder can be improved so as to make their lives happier to themselves and less burdensome to oth¬ ers.” Thus the dictates of policy unite with feelings of sympathy and the demands of philanthrophy in urging the establishment and liberal maintenance of these schools. Other nations recognize the necessity and value of similar institutions. Great Britain^ has seven within its territory ; France, four ; Germany, fourteen. In no country has provision yet been made for the education or care of more than a small portion of the feeble-minded. Accurate statistics taken for the sole purpose of showing the proportion of feeble¬ minded in certain counties in Illinois proved that they existed there in the ratio of one to every six hundred of the population. Investigations are being made by Dr. Isaac N. Kerlin, superintendent of the Penn¬ sylvania Training School, for the purpose of ascertaining the causes of idiocy, in order that means may be used for its prevention. He has examined already into the ante¬ cedents of 100 feeble-minded children. Of these, 56 were descended from consumptive stock, 38 from the intemperate, 35 from those nervously disordered, 18 from weak- minded persons, 16 from epileptics, 10 from the insane, 7 from consanguineous parents, 6 from the paralyzed, and 2 from the syphilitic. It is the intention to continue theso investigations until 1,000 cases have been considered, and it is believed that results will be reached which will aid legislation and individual prudence in limiting the number of feeble-minded aud lessening the burden of caring for and educating them which morally rests upon the state. CLXXX REPORT OF THE COMMISSIONER OF EDUCATION Table XXI. — Summary of statistics of reform schools. States. © ZCL o c3 © a 6 £ Number of teachers, officers, and assistants. Number committed during the year. Number discharged during the year. Present inmates. Sex. Pace. Male. Female. Male. d s O Fh White. £ J Colored. i 19 2 107 62 Connecticut . 2 15 28 219 162 307 160 ol44 al6 Illinois . 4 15 44 141 97 343 301 a220 al9 Indiana . . . . . 3 17 30 148 202 330 176 al41 a7 Iowa . 2 14 14 62 50 180 62 215 27 Kansas ........................ 1 Kentucky . 1 12 6 85 66 180 42 164 58 T.r»msi»TUt. _ 1 7 4 92 89 99 34 65 Maine _ 1 8 8 44 46 120 116 4 Maryland . - . 4 32 42 233 212 426 248 497 177 Massachusetts . 13 45 45 533 628 900 98 a65S a23 Michigan . 4 42 17 2,637 2, 790 1, 215 90 61,751 6150 Minnesota . 1 2 4 43 40 109 10 al06 a3 Missouri . . . 1 13 7 177 194 174 72 194 52 New Hampshire . 1 5 5 29 33 100 15 114 1 New Jersey . 4 20 23 184 210 409 64 422 51 New York . 10 107 80 1, 614 1, 560 1,813 358 al, 919 0118 Ohio . 6 63 66 688 621 1, 163 319 a721 a73 Pennsylvania . 3 38 47 479 519 647 164 598 213 "Rhode Island _ _ _ 1 6 8 121 113 199 40 Vermont . 1 7 8 22 28 103 19 120 2 Wisconsin . 2 27 31 167 140 452 86 523 15 District of Columbia . 1 12 9 63 53 159 79 80 Total . 68 526 528 7,781 7, 853 9, 535 2, 386 a8, 736 al, 154 States. \ Present inmates. Number committed since establish¬ ment. Libraries. Annual cost of insti¬ tution. Total annual earn¬ ings of institution. Nativity. Number of vol¬ umes. Increase in the last school year. Native. Foreign. finlifirvrnia _ 3, 121 400 $50, 000 Connecticut . 0155 o5 3, 506 3,000 120 42, 082 $2, 000 Illinois . o206 o32 2, 755 1, 678 340 52, 072 21, 851 Indiana . 0133 ol5 2, 192 300 100 66, 991 8,833 Iowa _ ....................... ol55 o25 917 400 18, 000 Kansas . . . . Kentucky _ _ . 206 16 1, 064 375 27, 294 6, 476 T,rvmsifl,n» _ _ 99 12, 500 314 Maine . 115 5 1, 653 1,526 34 18, 600 4, 000 Maryland . 0454 o30 3, 826 1, 600 150 115, 859 46, 653 Massachusetts . 0584 o84 10, 647 5, 745 119 151, 568 21,195 Michigan . cl, 785 c985 31, 007 4,109 * 800 394, 111 356, 459 a This distinction not reported in all cases. 6 Includes report of race of whole number com¬ mitted during the year in the House of Correction at Detroit. c Includes report of nativity of whole number committed during the year in two institutions. REFORM SCHOOLS. CLXXXI Table XXI. — Summary of statistics of reform schools — Continued. States. Present inmates. Number committed since establish¬ ment. Library. Annual cost of insti¬ tution. Total annual earn¬ ings of institution. Nativity. Number of vol¬ umes. Increase in the last school year. Native. Foreign. Minnesota ..................... alOO o9 469 900 30 $37, 679 "Miasrmri _ 4, 187 600 33, 883 $7, 476 New Hampshire . . . 40 75 1, 021 280 50 12, 000 5, 000 New Jersey . a208 o7 1, 454 1, 110 35 51, 764 15, 409 New York . a640 0377 33, 280 7, 431 634 306, 323 122, 040 Ohio . am o60 9, 747 4, 459 300 143, 424 86, 595 Pennsylvania . 643 168 17, 313 30, 195 108, 565 20, 620 Rhode Island . . . 2, 967 400 23, 166 "Vermont . ...................... 619 380 18, 369 3, 709 "Wisconsin . 0399 o45 2, 067 1, 275 700 51, 181 600 T)i strict, of flolnmhia _ 885 28, 892 Total . 06, 400 ol, 938 133, 812 67, 047 3, 412 1, 764, 323 729, 230 a This distinction not reported in all cases. The work carried on by the reform schools of the country is worthy of particular attention. When the scope and value of these schools are correctly understood they will be liberally supported, improvements in them will be provided for and appreciated, and similar institutions will be established in States where none now exist. The reformatory schools of the United States, not including those under denomina¬ tional control, may be classed as reform schools proper, industrial schools for girls, and supplementary institutions. A reform school proper is an institution maintained by a State or city, or other civil organization, for the protection, education, and discipline of juvenile offenders. According to the decision of a Pennsylvania court, it “is not a prison, but a school ; its object is reformation by training its inmates to industry, by imbuing their minds with principles of morality and religion, by furnishing them with means to earn a living, and above all by separating them from the corrupting influence of improper associates.” A contrary decision has been rendered by the supreme court of Illinois, to the effect that the reform school of that State is a prison for juvenile offenders. The schools which are to be classed under the first head are abont thirty in number. They often receive youth of both sexes. The grounds for the commitment of offend¬ ing youths to reform schools differ in the various States. In some instances the stat¬ utes require that the culprit should be convicted in court of some crrme punishable by imprisonment. This is the only ground of commitment in the case of six institu¬ tions, and a sufficient ground in seventeen others. The examination of the offender before a justice of the peace or other designated officer suffices for admission to nine institutions. Offences for which the law provides no penalty, as idleness, vagrancy, or decidedly mischievous propensities, are accepted causes for commitment in fourteen instances, and determined rebellion against paren¬ tal authority in thirteen. Seven reform schools receive children who are neglected or deserted by parents, and therefore peculiarly exposed to temptations, and five, children committed by parents without reason specified. In nearly all cases the persons committed must be less than sixteen years old. The lower limit of age is not so uniform, and varies from seven, or even less, to eleven years. In New Hampshire the governor and in New Jersey judges CLXXXII REPORT OF THE COMMISSIONER OF EDUCATION. of superior courts can transfer from prison to tlie reform school such minors of suitable age as will be likely to be benefited by the change. In several States alternate sen¬ tences are given, so that the guilty party may be moved from the reform school to prison if he proves unmanageable. The term of confinement usually extends to the time when the offender shall have attained his majority or until he is reformed. Shorter sentences have not been found beneficial. When reformation is effected the end for which commitment was made is accomplished. Further seclusion would de¬ crease the opportunities to meet and prepare for actual life. If reformation is made a condition of discharge the best youth only go out ; and they leave the society of per¬ sons inferior to themselves in manliness and character. For these and other reasons indefinite sentences terminating at reformation are looked upon with favor. When a youth is received into a reform school he is to a large extent deprived of opportunities to do mischief and removed from inj urious influences. It is then the work of the school to make this deprivation and removal as complete as possible ; to accustom each inmate to the restraints, duties, and amenities of social life ; to form in him habits of correct deportment ; to instruct him in studies adapted to his age and capacity ; and to require of him such labor as shall be advantageous to himself and the institution. The possibility of harm being done or received is reduced to a mini¬ mum in a majority of institutions by classifying, employing, and watching the inmates. A classification is often made so as to bring those of similar moral development into relations with each other. For instance, in the Massachusetts State Reform School at Westboro’, those who are received are assigned to classes according to their personal characteristics. The comparatively mild tempered and well disposed are placed in trust houses, where they have home influences and surroundings. Those who are older and more hardened in their evil habits are assigned to the industrial depart¬ ment. In about one-third of the institutions the family plan has been adopted, -which permits the division of the inmates into companies usually of forty or fifty, on the basis of character or age, or both. The primary object of such division is to secure to the individual personal attention, home restraints and associations, and that free¬ dom which cannot be allowed where large numbers are congregated. Its successful operation, as was said in a report of the Rhode Island board of State charities, de¬ pends largely upon, u first, the pleasantness of the home made for the boys; second, the influence and personal ascendency of the officers placed over them ; third, the use of all legitimate means for quickening their aspiration and stimulating a desire for honorable distinction ; and lastly, what is of very great importance and with the right men for officers and teachers is entirely possible, the creation of a public sentiment under whose influence the good boys will assist in restraining and controlling the bad.” The theory of giving parental attention to the comfort and wants of inmates is being generally carried into practice. Appeals are made more frequently to the nobler im¬ pulses. Manliness and generosity are awakened. In the New Jersey Reform School much good has been done by paying the boys for overwork and allowing them to spend the money for approved objects. The report says : Sometimes a small sum goes to cheer the heart of a widowed mother, sometimes to purchase a present for a fellow pupil, sometimes for a book or personal want. A dep¬ utation recently called on the superintendent for permission to contribute to the trav¬ elling expenses of a classmate about to be released whose family resides in Illinois. The pupils of the No. 2 house purchased a cabinet organ and presented it to the fam¬ ily, and afterward ornamented the school room with a series of pictures. This system under its careful supervision has proved satisfactory. It is but justice to the boys, is a great gratification and encouragement to them, and aids in making careful, efficient workmen. At the Western House of Refuge, at Rochester, N. Y., special opportunities for boy¬ ish sports are given. Large and suitable playgrounds are provided. Marbles and kites, balls and bats, sleds and skates, are furnished in their season, and a gymnasium has been fitted up and opened. Similar opportunities are offered by other schools, and many innocent pleasures and pastimes are devised for the purpose of allaying evil and arousing good in hearts where kindness triumphs oftener than force. REFORM SCHOOLS. CLXXXIII The methods of government employed in reform schools are tempered with mercy. Mild measures are preferred to corporal punishment. Military drill has been found to contribute to discipline. In Colorado the principal penalty for misconduct is standing erect on a line with arms folded during all other than work, school, and sleeping hours. The common method of securing good conduct is allowing the scholar to earn promotion through regular prescribed grades until a discharge is merited. The general plan has various modifications in the several institutions, but remains essentially the same. A newcomer is placed in a specified grade. He may be degraded for misconduct to lower grades or promoted to higher. Each day he earns a prescribed number of merits if his conduct be good: if it is bad, he receives demerits varying in number with the offence committed. When demerits exceed merits by a certain number, degradation ensues. When the merits are sufficiently in excess, advancement comes. Usually the merits and demerits are balanced at the end of the month or other definite period. The num¬ ber of merits that can be obtained, the number required for promotion, and the number of promotions before discharge have such relations to each other that from twelve to eighteen months must be spent in the institution, and so much good conduct shown as will warrant a presumption that the person in question has reformed. The results of this system have been excellent. A report of the reform school in Connecticut says: “ While many boys who have left the school on expiration of sentence have been again returned for offences committed, not a siugle boy has thus far been returned who went away upon his ‘honor’ or because he was considered a reformed boy.” The youth who find their way into reform schools are surprisingly ignorant of the subjects upon which instruction is given in the schools. They oftentimes have more than ordinary intellectual powers and they are of an age when mental acquisition is easy. Consequently there are many instances of remarkable educational progress and the general results of instruction are good. Reading, writing, and arithmetic are the leading studies. Geography has a prominent place. Composition and letter writing are encouraged; the reading of essays was this year made a prominent feature of the closing exercises with the Detroit (Mich.) House of Correction. Of the study of history the superintendent of the Indiana House of Refuge says: “ Recognizing the impossibility of fitting these boys for citizenship without their acquiring a knowledge of the history of their own country and of its institutions, I require it to be taught in the families during the evenings, and on Saturday evenings all the boys assemble after supper in chapel and recite the lesson to myself. This course in history promises to be one of the most interesting and profitable features of our educational work.” Vocal music is quite generally taught, and bands are organized in many institutions. Much is done in this way toward entertaining the boys and softening their natures. Much attention is paid to making the libraries of the most possible advantage. The industries pursued in the reform schools should, so far as possible, be adapted to the capacity of individual scholars, and should be systematically pursued as a means of training. When admitted the boys are wholly untaught, and they are not easily transformed into skilled laborers. Sometimes the necessary mental qualities are ab¬ sent. Oftener moral defects hinder improvement. On account of this lack of skill and disposition, simple forms of labor, gardening, the seating of chairs, and like em¬ ployments, are more frequently provided. The profitableness of the work depends much on its being adapted to those who perform it. Other factors enter into the ac¬ count. The location of the school, the industries followed in its neighborhood, and the pursuits that have been and will most naturally be familiar to those who are being prepared for usefulness need to be considered. Some superintendents claim that the moral influence of certain kinds of labor entitles them to special notice. The gardener of the Connecticut State Reform Schools says: “ I find also among the boys of this institution, no matter how rough they may be, that to let them work among the flowers will surely tone them down and make better boys of them.” The healthfulness of pursuits is not forgotten in choosing them. Some schools are careful to furnish work which fits those who do it to earn a living by it in the future. By so doing they are CLXXXXV REPORT OF THE COMMISSIONER OF EDUCATION. rendering greatest service to the States in which they are located. Ignorance of a legitimate trade or calling is the open door to crime. That ignorance ought to he re¬ moved early in life. If not done then it should he attempted later. The prisons of some foreign countries are conducted on this principle. It is said that in Bavarian prisons “it is made a special object to impart a trade, and so to teach the art of self help to all prisoners who have the necessary capabilities and whose terms of sentence are long enough to permit it.” This practice is commendable in prison administration, and much more so in reformatory institutions, for their inmates are of the ages at which preparation for active life is the natural occupation, and their purposes are more educational than punitive. Only that labor which occupies the mind, increases the intelligence, and arouses the ambition is suited to the ends of reformatory educa¬ tion. By this rule should the work of the reform schools and houses of industry be se¬ lected aud designed. The Minnesota State Reform School, among others, is conducted with regard to this idea. A recent report speaks of its industrial department as follows : These shops are part of our educational equipment, as much so as the school room. The education which leaves a youth destitute of the knowledge of any branch of business or labor by which he might earn a living is so far defective. This defect we aim to supply, so far as in our power, by supplementing the knowledge of the school room with a knowledge of some branch of skilled labor. Our aim has not been simply to make money out of the boys, but to teach them to be workmen at trades in which there is something to develop their mechanical powers. We deem it our first duty, as guardians of these youth, to seek to promote their best future welfare, and, in our judgment, this is most likely to be secured by the cultivation of their minds and hands, making them intelligent and skilful. As to the practical results of reformatory education, a late authority says : Of the estimated twelve thousand in reformatories, strictly so termed, 60 per cent, at least will be trained into good citizens. Some would claim more than this, say 75 or 80 per cent., but there are no statistics that bear out this claim. Perhaps the percentage of worthy citizens trained up among the whole twenty-five thousand in preventive and reformatory schools would be as high as 75. Of 179 released from the Massachusetts State Reform School on probation, 156 have been spoken of as doing well, working steadily and earning good pay. Twelve were reported as doing poorly and eleven decidedly bad. In the New Jersey report is the following remark, wdiicli is suggestive to those who would aid in continuing the re¬ formatory work which is necessarily only commenced in school : The prospect of permanent reformation on the part of many of our pupils would be greatly increased could we secure for them, when prepared to leave the institution, desirable homes, where the instructions they have received will be continued and en¬ forced. Selfishness is perhaps inseparable from human nature, but from masters who aim only at selfish ends we endeavor to protect them. We think that many of our boys are deserving of good homes, and would, by willing and effective service, well repay considerate Christian usage on the part of persons disposed to take them into their families. The institutions which may be classed as industrial schools for girls are usually pri¬ vate charities, incorporated and employed by the State for the custody, guardianship, discipline, and instruction of girls viciously inclined. These include, first, the stub¬ born, unruly, and disobedient ; second, truants, vagrants, and beggars ; third, those manifestly tempted toward vice and immorality ; fourth, those who have committed any offence punishable by fine or imprisonment, or both, other than imprisonment for life. Most of the girls received belong to the second class. Few of those of any class are accustomed to self control or submission to authority. Time, skill, and persever¬ ance are required to bring them to an honorable and useful womanhood. All the in¬ ducements to a noble and pure life which morality and religion hold out must be used. Constant employment is furnished the girls during their reformatory course. For example, in the Massachusetts school the girls work from 8 to 11.45 a. m. and from 12.45 to 2.45 p. M. They are in the school room from 6 to 6.45 a. m. and from 3.15 to 5.30 p. m. The remainder of the time from 5.30 a. m. to 8 p. m. is spent in eating, REFORM SCHOOLS. CLXXXV recreation, and miscellaneous work and exercises. Most of those who enter these schools have little or no education. Out of 26 who entered the House of Refuge at Baltimore, Md., during the past year, only about one-third could read or write, and were quite contented with their attainments, finding their chief objection to the place the school work required. Much better reports come from other sources. In the Illi¬ nois Industrial School the earnestness of the pupils was so great that they objected to a vacation which would suspend study for a few weeks during warm weather. The usual aim is to give each pupil a common school education. Some schools give promi¬ nence to special branches. Thus in the Massachusetts schools compositions are expected once in two weeks. During the long evenings of the autumn and winter the mem¬ bers of the girls’ department of the Iowa Reform School keep up an excellent literary society. The training of the ear and the eye by means of music and drawing is rec¬ ommended as having an important influence on physical, mental, and moral culture. Housework and special industries employ the working hours of the inmates. In the Wisconsin school an entire change is made in the allotment of housework every three months, so as to relieve monotony and teach to all the work of different departments. No girl is allowed to leave the Iowa school until she has become proficient in every department of household labor. Objections are raised to teaching industries con¬ nected with machinery, on the ground that the pursuit of such callings exposes girls to the temptations which ought to be most carefully avoided. Whenever the proper officers of an industrial school know of a suitable opening, it is customary for them to bind out trustworthy girls. The officers retain supervision over them, and they are returned to the institution if the terms of the indenture are broken. Great care is being exercised in the selection of homes, and close attention is paid to those who have gone out from the influence, but not from the control, of the several institutions. The results of training in industrial schools are very encouraging, except in the case of girls who were confirmed in vice when received. Of 124 who have been in the Maryland House of Refuge, 77 are reported as doing well, 31 as having returned to evil practices, and 16 as hopeful. Of the 37 sent out during the past year from the Ohio Industrial Home, 34 are giving promise of leading useful lives. The institutions which supplement the work of the reform schools proper are those which receive neglected and dependent children and those which occupy a place nearer the prison. There are between thirty and forty institutions of the latter class, usually styled either houses of correction or workhouses. Most of them allow inmates few or no educational opportunities. Several have evening schools. The report of the director of the school in the New York State Reformatory presents many important facts and thoughts. The school was organized in October, 1879. The evenings were spent by the inmates alternately at the school and in the preparation of lessons. Six classes were formed, according to the attainments of the pupils. There were there¬ fore in each about eighty men between sixteen and thirty years of age. The instruc¬ tion was made to depend on three things, viz, the previous scholarship of the men, the practical bearing on their future life, and the variety of subjects necessary to prepare them for citizenship. Common school studies and lessons on the laws of health, the elementary truths of mechanics and the rudiments of ethics, occupy their attention. Written examinations occur once a month. The general improvement is remarkable. A fact that has surprised the teachers is that the prisoners are “ singularly weak in mathematical ability,” even though they are capable of understanding and appre¬ ciating literature, history, and science. The industrial training obtained in houses of correction is principally that which is incidentally acquired by working at the remunerative industries carried on in the several institutions. CLXXXYI REPORT OF THE COMMISSIONER OF EDUCATION. Table XXH. — Summary of statistics of homes and asylums for orphan or dependent children, infant asylums, and industrial schools. States and Territo¬ ries. | Humber in each State. Humber of officers, teach¬ ers, and assistants. Total number of inmates since foundation. Present inmates. Libraries. Income. Expenditure. ci O EH 6 r3 a Female. o5 O a 'o t> 0 n 0 & g E3 Increase in the last school year. Part 1. — Somes and asylums , <&c. Alabama . 4 17 449 142 54 88 775 2 $8, 136 $7, 843 9 103 1, 520 al, 367 643 426 850 117, 180 123, 379 Connecticut . 6 40 2, 320 405 232 173 1, 600 70 40, 086 40, 084 1 6 634 60 36 24 350 4, 772 4, 756 Georgia . 9 31 1, 183 359 164 195 1, 250 110 112, 562 117, 005 Illinois . 11 113 6,514 1, 129 601 528 1, 921 20 123,188 111, 503 Indiana . . 11 77 5,359 717 402 315 615 85 42, 115 54,931 Iowa . 2 28 1, 570 175 94 81 1, 260 10 38, 005 41, 810 Kansas . 1 4 1, 950 82 50 32 250 25 4, 200 4, 100 Kentucky . 12 67 3, 315 774 294 480 1, 556 156 69, 613 72, 042 Louisiana . 8 69 12,842 1, 096 292 804 875 101 38, 797 34, 605 Maine . .. . 4 22 1,819 439 182 257 1, 000 250 16, 309 15, 619 Maryland . 18 98 6, 485 a929 313 491 3, 459 368 47, 791 68, 311 Massachusetts . 21 197 54, 855 al, 593 907 651 3, 265 313 198, 298 190, 063 Michigan . 9 88 8, 623 a687 401 246 1,394 124 57, 448 57, 062 Minnesota . 1 4 340 30 20 10 3, 000 3, 000 Mississippi . 2 18 748 123 50 73 800 300 8,316 8, 462 Missouri . 14 164 7, 353 1, 305 492 813 1, 530 73 61, 325 66, 685 "Nevada _ _ 1 5 215 71 45 26 730 17, 000 Hew Hampshire . 3 15 317 90 39 51 625 25 7, 203 7, 030 Hew Jersey . 12 69 6, 234 827 355 472 1,390 20 40, 766 49, 806 Hew York . 72 894 140, 787 9, 867 5, 114 4, 558 20, 747 1, 262 1, 213, 658 1, 199, 713 H orth C arolina .... 2 17 578 200 88 112 200 13,362 13, 216 Ohio . 34 419 36, 266 a3, 150 1, 800 1,259 7,652 631 335, 522 307, 485 Oregon . 1 2 220 14 6 8 20 0 1,752 1,177 Pennsylvania . 49 509 27, 243 a5, 508 3, 176 1, 756 24, 932 2, 363 1, 287, 254 801,356 Khode Island . 5 31 2, 937 339 177 162 570 32 29, 614 26, 493 South Carolina . 1 3 44 5, 334 394 277 117 3, 075 133 34, 884 52, 077 Tennessee . 4 12 1, 800 198 71 127 504 40 10, 500 10, 500 Texas 1 18 Vermont . 2 20 1, 815 165 90 75 150 8 10, 000 10, 000 Virginia . 8 29 987 199 68 131 150 65 12, 650 11, 832 "Vest Virginia .... _ 1 8 52 0 52 7, 602 8, 438 Wisconsin . 12 58 3,425 563 281 282 1, 090 191 30, 426 27, 385 District of Columbia. 4 41 3, 846 363 177 186 775 35 16, 982 16, 982 Indian Territory. . . . . 2 10 438 130 63 67 60 22,000 14, 386 Hew Mexico . 1 Total . 355 3, 347 350, 321 a33, 542 17, 054 15, 128 85, 420 6, 812 4, 065, 316 j 3,596,136 a Sex not reported in all cases. ORPHAN HOMES AND ASYLUMS. CLXXXYII Table XXII. — Summary of statistics of homes and asylums, $c. — Continued. States and Territo¬ ries. | Number in each State. Number of officers, teach¬ ers, and assistants. Total number of inmates since foundation. Present inmates. Libraries. Income. Expenditure. Total. Male. Female. Number of volumes. Increase in the last school year. Part 2 .—Infant asy- lums. 1 3 38 18 20 $5, 969 $5, 274 1 all 760 1 30 3, 000 40 17 23 6, 279 6,279 1 14 a200 4 26 1, 644 al79 75 57 21, 162 20, 143 2 12 2, 251 41 26 15 3, 800 3, 791 8 227 35, 086 1, 151 872 471, 598 446, 479 3 7 230 al02 4, 277 3, 127 1 3 1 9 a39 2, 966 2, 966 1 11 57 28 Total . 24 342 42, 211 a3, 420 1, 344 1,015 | . 516, 051 488, 819 Part 3. — Industrial schools. Connecticut . . . . 1 40 103 103 300 18, 004 14, 347 Illinois ...... . . 4 54 327 677 52 625 253 3, 355 3, 355 Indiana . 1 22 560 80 25 55 25 24 Kentucky . . 1 16 962 80 0 80 Louisiana . .• . 3 22 265 25 240 Maine . . . . 13 1, 613 212 212 950 125 5, 203 629 Maryland . 3 27 1, 927 424 379 45 1, 524 50 42, 723 65, 464 Massachusetts . 3 19 212 109 109 25, 028 14,904 Michigan . 1 1 52 30 22 5, 251 5, 251 Minnesota . 1 3 40 0 40 150 Missouri . 1 35 32, 511 30 0 30 New York . 17 236 115, 564 al9, 236 3, 961 5, 526 6, 982 330 501, 753 435, 225 Ohio . 4 11 1, 450 235 75 160 176 1, 000 8, 434 Pennsylvania . 3 16 1, 696 265 56 209 2, 352 2, 598 Tennessee . 2 69 963 931 Virginia . 1 2 8 264 260 160 100 58, 450 46,547 Wisconsin . 1 50 0 50 6, 136 District of Columbia . 1 5 936 81 51 30 300 150 5, 682 4, 402 Total . 51 528 158, 091 a22, 199 4,814 7, 636 10, 635 655 675, 925 602, 111 Total, Pai-t 1 . 355 3, 347 350, 321 a33, 542 17, 054 15, 128 85, 420 6, 812 4, 065, 316 3, 596, 136 Total, Part 2 . 24 342 42, 211 a3, 420 1, 344 1, 015 516, 051 DO CO cc Total, Part 3 . 51 528 158, 091 a22, 199 4, 814 7, 636 10, 635 655 675, 925 602,111 Grand total .... 430 4, 217 550, 623 a59, 161 23, 212 23, 779 96,055 7, 467 5, 257, 292 1 4, 687, 066 a Sex not reported in all cases. TABLE XXIII. — STATISTICS OF ART INSTRUCTION. In Table XXIII of tlie appendix will be found statistics of institutions affording art instruction and of museums of art for 1879-80. CLXXXVIII REPORT OF THE COMMISSIONER OF EDUCATION. Table XXIV. — Statistical summary of benefactions for 1880, by States. States and Ter¬ ritories. Total. Universities and colleges. Schools of science. Schools of theology. Schools of law. Schools of medicine. Institutions for the superior instruction of women. Preparatory schools. Institutions for secondary instruction. Institutions for the deaf and dumb and the blind. Training schools for nurses. Alabama . $8, 300 4, 852 199, 000 5, 000 485, 450 4, 272 23, 660 164, 239 65, 968 89, 865 20, 500 83, 472 1, 560 102, 300 25-, 171 674, 581 36, 967 47, 197 573 115, 420 22, 300 76, 260 452, 458 649, 555 24, 227 1, 420, 674 12, 500 219, 605 40, 000 12, 475 92, 160 245 22, 778 91, 048 570 97, 485 5, 339 223 2, 400 112, 852 $4, 000 $4, 300 4, 852 50, 000 $5, 000 California . $87, 000 5, 000 478, 000 57, 000 Connecticut . . . Florida . $5, 200 $2, 250 4,272 13, 500 2, 289 3, 617 67, 909 31, 338 64, 650 10, 500 18, 808 310 90,250 $4, 900 893 83, 866 $750 . *** $175 $10000 33, 630 1, 000 25, 215 Kansas . 10, 000 1, 164 52, 000 11, 500 1, 250 10, 000 Louisiana ...... Maine . . 250 1, 800 24, 000 230, 400 Maryland _ 164 28, 500 1,007 4, 737 Massachusetts . Michigan _ 293, 632 36, 967 39, 647 13, 500 71, 112 r . 32, 500 Minnesota ..... 7, 550 573 7,400 17, 500 5, 060 2,420 11, 433 7, 670 345 4,000 18, 500 2, 000 10,300 1, 043 245 14,628 60 500 14, 500 Mississippi .... Missouri _ _ 104, 820 4, 800 70, 000 138, 500 510, 144 14, 517 141,895 8, 500 194, 750 38, 000 2, 175 86, 350 200 2,000 1, 000 "Vebraslra _ Hew Hampshire Hew Jersey.... TTfiw Vorh _ 100 10, 600 1, 100 . . 300, 238 37, 607 40 24, 938 700 75, 000 200 9, 036 6,135 Horth Carolina. Ohio 2, 000 3, 246 1, 250, 000 250 Orco'nn _ Pennsylvania . . Khode Island . . South Carolina. Tennessee _ 2, 752 .... 1, 000 2, 803 r . 3, 767 1,000 Texas . Vermont . . . 8, 150 30, 854 70 82, 965 2, 453 Virginia _ 58, 465 1, 669 West Virginia . Wisconsin . | 20 Dist. Columbia. Indian Ter .... | 2, 886 223 2, 400 112, 852 Hew Mexico... Utah _ 1 Total .... 5, 513, 501 2,666,571 1,371,445 1 827, 856 425 11, 400 1 1 92, 372pm, 584 368, 380 22, 583 40, 885 EDUCATIONAL BENEFACTIONS. CLXXXIX Table XXIV. — Statistical summary of benefactions for 18S0 — Continued. Institutions. Total. Endowment and general purposes. Grounds, buildings, and apparatus. Professorships. Fellowships, scholarships, and prizes. Aid for indigent students. Libraries and museums. Objects not specified. Universities and col- $2, 666, 571 $990, 758 $375, 417 $585, 200 $320, 025 $83, 978 $68, 423 $242, 770 leges. Schools of science 1, 371, 445 1, 302, 665 21, 629 16, 260 7, 132 750 23 009 Schools of theology. . . . 827, 856 402, 978 65, 805 259, 600 14, 257 740 68, 200 16, 276 Schools of law _ ..... 425 425 Schools of medicine. ... 11, 400 11, 000 100 300 Institutions for the su¬ 92, 372 2, 650 37, 676 45, 000 2, 496 4, 150 400 perior instruction of women. Preparatory schools .... 111, 584 103, 500 1, 500 20 700 5, 864 Institutions for second¬ 368, 380 174, 546 145, 111 3, 000 17, 024 1,660 27, 039 ary instruction. Institutions for the deaf 22,583 11, 343 300 1, 000 9, 940 and dumb and the blind. Training schools for 40, 885 2, 250 38, 635 nurses. Total . 5, 513, 501 2, 999, 440 649, 788 844, 800 399, 987 111, 370 143, 883 364, 233 Table XX Y. — Summary of the number of educational publications. Number of firms in — Connecticut . 4 Illinois . 14 Indiana . 4 Maine . 1 Maryland . 1 Massachusetts . 26 Michigan . 4 Missouri . 5 New Jersey . 1 New York . 68 Ohio . 7 Pennsylvania . 25 Rhode Island . 1 Wisconsin . 1 District of Columbia . 1 Total . 163 Number of works on — Archaeology, fine arts, and music .... 63 Bibliography and literature . 78 Dictionaries and encyclopaedias . 22 Education . . 75 General science . 39 Geography . 7 History . 79 Language . 63 Law . 33 Mathematics . 36 Mechanics and physics . 20 Medicine and surgery . 69 Natural history . - . 25 Philosophy and logic . 14 Political and social science . 21 Theology . 40 Total . 684 cxc REPORT OF THE COMMISSIONER OF EDUCATION. Table XXVI. — Summary of patents for improvements in school furniture. The following summary shows the patents granted by the Government for inventions of school furniture and appliances during the year : From California . 2 Connecticut . 4 Illinois . 12 Indiana . 5 Iowa . 2 Maryland . 2 Massachusetts . 9 Michigan . 3 Minnesota . 2 Missouri . . 2 Nebraska . 1 Nevada . 1 New Hampshire . 1 New Jersey . 5 Improvements in — Accountant instrument, mechanical. . 1 Adding machine . 1 Amusement and instruction, device for . 1 Arm rest for writers . . 1 Binder for books, metallic self . 1 Binder for sheet music . 1 Blackboard . 1 Blotter . 2 Blotter, rule, and paper-cutter, com¬ bined . 1 Blotting pad . 1 Book, copy . 2 Book cover . 1 Book cover protector . 1 Book covers, metallic guard for . 1 Book for holding blank forms ....... 1 Book holder . 3 Book rack . 1 Calculator . 3 Calculator, interest . 1 Card, geographical game . 1 Clamp for carrying school books .... 1 Clock dial, geographical . 1 Compasses, dividing . 1 Compasses, telescope attachment to surveyors’ . 1 Crayon sharpener . 1 Desk and seat, school . 1 Desk, school . 2 Drawing, apparatus for assisting in.. 1 Drawing, apparatus for illustrating the rules of perspective . 1 Dwelling, &c., ventilator . 1 Ellipsograph . 2 Eraser, blackboard . 1 From New York . 44 Ohio . 11 Pennsylvania . 8 Rhode Island . 3 South Carolina . . 1 Texas . 1 Vermont . 2 Virginia . 1 West Virginia . 1 Wisconsin . 1 District of Columbia . 3 Foreign . 9 Total . 136 Erasive rubber . 1 Exercising and gymnastic apparatus, combined portable health . 1 Galvanic battery, portable . 2 Gymnastic and other performances, apparatus for use in . 1 Heat regulator . 1 Ink fountain . 2 Inkwell . 1 Inking pad . 1 Inkstand . 6 Inkstand, calendar . 1 Lead and crayon holder . 15 Mucilage stand, reservoir . 1 Music, apparatus for illustrating the principles of . 1 Music chart . 2 Music chart for key-board instruments 1 Music holder . 1 Musical chart . 1 Paper, blank music . 1 Pen . 2 Pen-fountain . 1 Pen, fountain . 5 Pen, hand ruling . 1 Penholder . 1 Penholder, fountain . 1 Penholder, guide for . 1 Pen wiper . 1 Pens, fountain attachment for writing 1 Pencil and crayon holder . 1 Pencil case . 2 Pencil holder . 1 Pencil holder, combination . 1 Pencil, lead . 1 Pencil sharpener . 3 Pencil sharpener, slate . 1 EDUCATION IN FOREIGN COUNTRIES. CXCI Table XXVI. — Summary of patents for improvements in school furniture — Continued. Pencil sharpening guide . 1 Pencil sharpening machine . 1 Penmanship) instructing chart . 1 Puzzle block, geometrical . 1 Rule and scale, combined . 1 Rule, graduated measuring . 1 Ruler and pencil case, combined . 1 Ruler, parallel . . 3 Scale beam, multiplying . 1 Slate, book . 1 Slate frame . 3 Slate frame, noiseless . 1 Slate, hinged . 2 Slate, reversible . 1 Slate, school . 2 Tablet, erasive . 1 Tablet holder and hand stamp, com¬ bined . 1 Tablet, writing . 3 Teaching arithmetic, apparatus for.. 1 Teaching penmanship, hand guide for use in . 1 Tellurian . 1 Time, instrument for computing . 1 Transit instruments, meridian attach¬ ment to . . 1 Triangle, draughtsman’s . 1 Total . 136 EDUCATION IN FOREIGN COUNTRIES. I. — Europe. Austria-Hungary. — a. Austria, 1 constitutional monarchy: Area, 115,903 square miles; population, 21,565,435. Capital, Vienna; population, 1,020,770. Minister of public instruction, Conrad von Eybesfeld. The examination of recruits in 1880 shows that 69 per cent, of the young men were able to read and write, 4 per cent, could read only, and 17 per cent, could neither read nor write. In 1873 only 51 per cent, of the recruits could read and write. Austria is rich in museums and collections of objects of science, art, and curiosities. Among the libraries the richest are the library of the court in Vienna, the univer¬ sity libraries, and the libraries of the secondary schools, including each a library for teachers and another for pupils. Worthy of particular notice are also many collec¬ tions of antiquities, natural history, and arts, besides the celebrated gallery of the Belvedere, in Vienna. Picture galleries are very numerous in the provincial towns. The charitable institutions receive great attention. There are 497 hospitals, provid¬ ing for about 200,000 patients. In 22 lunatic asylums, 7,925 patients are attended to. The 15 institutions for deaf-mutes have 985 inmates, and the 8 schools for the blind, 346. The school law of 1868, which made primary education obligatory for eight years, has always been favorably received in the cities, while in the rural districts it has met with violent opposition. The farmers wanted compulsory school attendance reduced to six years, and they urged the establishment of half time schools for the summer months. The question was brought before the chambers in 1880. The lower house adopted the farmers’ proposition by a large majority, but the bill failed to pass in the house of lords because the government promised to allow the children of farmers to absent themselves during the busy season. The Ladies’ Industrial Association of Vienna has one of the best industrial schools for young women. It is divided into eleven departments, viz, commerce, French, English, stenography, drawing, artistic sewiiig, plain sewing, cutting out, point lace work, telegraphy, and general improvement. The fees range from $5 to $20 a year. For those who desire it situations are found at the end of the course. The Ladies’ Industrial Association of Prague has two schools; in one are the schools for commerce, dress making, telegraphy, and educating teachers for the Kindergarten ; in the other, machine knitting, cutting out, and sewing are taught. The number of pupils of the two schools is 200. irThe latest official statistics are given in the Report of the Commissioner of Education for 1878. CXCII REPORT OF THE COMMISSIONER OF EDUCATION. Technical high schools. — Austria lias six technical high schools: 1 in Vienna, 2 in Prague (the language of instruction in one being German, in the other Bohemian, on account of the objection of the Bohemians to be taught in German), and 1 each in Griitz, Briinn, and Lemberg, the language of instruction in the last being Polish. The total number of students of the six institutions is 3,250, viz: Vienna, 1,509; Prague (German institute), 476; Prague (Bohemian institute'', 622; Griitz, 265; Lemberg, 220 ; and Briiinn, 158. The state grant for the technical high schools is about $350,000 a year. The Imperial Technical High School of Vienna affords a thorough theoretical and practical education in the four divisions of engineering, architecture, mechani¬ cal engineering, and chemistry. There is also a general division for history, natural history, languages, literature, and the plastic arts. &. Hungary, 1 constitutional monarchy : Area, 118,172 square miles; population, 15,666,000. Capital Buda-Pesth; population, 359,821. Minister of public instruction, A. von Trefort. A high school for girls was opened in 1880 at Klausenburg. This is the first female high school in Hungary. According to a pamphlet by Baron Zichy, Hungary has 600,000 children of school age who do not go to school at all. At least one-half of the children nominally at school attend during the winter months only. In 1873, 300,000 of the school-going children had no books. There are 212 large parishes, each having a population exceeding 5,000, wholly without elementary schools. Fully 7,000 new schools are wanted to meet the bare necessities of the case. One-third of the teachers in the existing schools are not qualified for their office. The Hungarian government encounters a great many difficulties in its endeavor to promote education. One of these difficulties consists in the diversity of languages spoken in the provinces. As the law now stands, the government is bound to furnish teachers for every language spoken by the various nationalities, although the number of their children is frequently very small. If the government prescribed only one language for all the public schools, the expenses would be far less and the results better. Belgium, constitutional monarchy: Area, 11,373 square miles; population, 5,336,636. Capital, Brussels population, 384,848. Minister of public instruction, P. van Humbeeck. The total number of institutions of learning in Belgium is 10,560, of which 6,528 are public and 4,032 private. The 6,528 public institutions consist of 4,157 communal pri¬ mary schools, 268 communal infant schools, 1,623 communal adult schools, 63 communal apprentice schools, 101 reform and prison schools, 60 athenaeums and other second¬ ary state schools, 34 communal colleges, 2 state universities (Li6ge and Ghent), 10 schools of midwifery, 8 primary normal schools, 5 secondary normal schools, 5 military schools, 2 schools of civil engineering, mines, arts, and manufactures, 1 provincial school of commerce, industry, and mines, 31 subsidized industrial schools, 1 superior institute of commerce (Antwerp), 2 state navigation schools, 1 elementary navigation school, 1 agricultural institute, 1 school of veterinary surgery, 2 schools of horticult¬ ure and arboriculture, 1 academy of fine arts, 76 academies and schools of drawing, 2 royal conservatories of music, and 71 subsidized conservatories and schools of music. The 4,032 private institutions consist of 1,430 primary schools, 661 infant schools, 992 adult schools, 367 apprentice schools, 270 primary boarding schools, 104 secondary boarding schools, 2 universities (Louvain and Brussels), 1 faculty of theology, 6 theo¬ logical seminaries, 30 primary normal schools, 24 academies and schools of design, and 145 conservatories and schools of music. An educational museum has been established at Brussels by decree of December 20, 1879. It is divided into two sections : the first contains the publications and school apparatus exhibited by the Belgian and foreign governments; the second contains objects exhibited by private persons and by institutions of learning. An educational library is connected with the museum. 1 Tbe latest official statistics are given in tbe Report of tbe Commissioner of Education for 1879. EDUCATION IN FOREIGN COUNTRIES. CXCIII The minimum salary of elementary school teachers has "been raised to $200 and a compensation for a dwelling. This salary is increased every five years until it reaches the maximum of $320. Count Royer has donated 500,000 francs to the city of Brussels for the purpose of erecting a house on the seashore for the reception of sickly children. In 1880 the Belgian normal schools granted diplomas to 378 graduates, of whom 178 were males and 200 females. Education in Brussels. — The public day schools of Brussels were attended by 13,154 pupils in 1880, which shows an increase of 203 pupils over the previous year. The adult schools had 3,852 pupils, or 405 more than in 1879. Brussels has lately intro¬ duced the Frobel Kindergarten, which admits gratuitously all children beiween the ages of three and six. At the latter age the pupils pass to the primary school, where they remain until the age of fourteen. All the public primary schools are also gratu¬ itous. In some schools apprentice classes have been established for the industrial training of boys. Poor pupils receive clothing and books free of charge, ana in win¬ ter they are furnished with a warm meal at noon. Instruction to adults is given in all communal schools from 8 to 9.30 p. M. The school savings banks are doing excellent work. In 1880 the amount deposited in the boys’ schools was 54,878 francs ; in the girls’ schools, 3,500 francs; in the male adult schools, 3,530 francs, and in the fernuie adult schools, 3^530 francs. The two city normal schools have recently been ceded to the state. ihe industrial school at Verviers. — Verviers and the district around it are noted for the manufacture of broadcloth. The industrial school at Verviers is, therefore, specially intended for the training of chemists and dyers and for machine con¬ structors. Instruction is given in the evening, and to qualify for admission the stu¬ dents, who number about 300, must be more than 12 years of age, write correctly, and know the first four rules of arithmetic. The course of instruction lasts three years. Students who attend the school three years and pass the final examination receive diplomas. Should any one distinguish himself sufficiently, he receives a travelling scholarship, which enables him to visit other countries and become acquainted with their industries, and on his return he has to give an account of what he has seen and the special industries he has visited. The school is supported by state, provincial, and communal grants and by tuition fees. It is the intention of the government to establish similar schools in other industrial districts. Industrial education for women. — An association for the advancement of women’s education was established in Brussels in 1865 and a school opened for this purpose in April of the same year. On opening day the number of pupils was 70 ; in October of the same year it had risen to 137, and at present this school has 500 pupils, while another school, with a similar purpose, has about 200 girls. The needlework ex¬ ecuted at these schools attracted the attention of every visitor at the recent national exposition at Brussels. As a large number of prominent families have all their sewing done at these schools, they are not only self supportfng, but are enabled to pay a fair compensation to the pupils for their work. The International Educational Congress at Brussels. — From August 22 to 29, 1880, there met at Brussels an international congress of educators and friends of education. The occasion of the congress was found in the celebration of Belgian independence, the fiftieth anniversary of which occurred October 4 of the same year. The congress was called by the Belgian Education League, an influential organization, the object of which is to establish gratuitous and unsectarian schools in every part of the country. The congress, under the honorary presidency of the Belgian minister of public instruc¬ tion, aimed to explain and popularize the social and educational questions relating to all grades of instruction. It was divided into the following six sections: (1) Cr&ches, Kindergarten, infant schools, primary instruction. (2) Secondary instruction. (3) Superior instruction. E — XIII CXCIY REPORT OF THE COMMISSIONER OF EDUCATION. (4) Instruction in special subjects, professional, technical, agricultural, and com¬ mercial. (5) Popular instruction, lecture courses, conventions, libraries, museums, and societies for the promotion of knowledge. (6) School hygiene. The manner in which the important questions laid before the congress were treated will be best seen from the following closing address by M. Buis, the secretary general of the congress : Ladies and Gentlemen: We have reached the close of the work of the congress; and before we separate it will be well, in a rapid sketch, to give you an approximate idea of the questions that have been discussed and of the solutions that have been proposed. This r€sum6 will certainly be very incomplete and very insufficient. Our sittings have just closed, and months would be required to prepare a report which should pre¬ sent in a condensed form all the ideas which have been stirred during this week ; but we have thought that it would be agreeable to the members of the congress to carry away from this last meeting a general view of their labors. Section I, Primary Instruction : The different questions placed on the programme of this section have given rise to earnest and animated debate, in the course of which the speakers have for the most part taken very high ground. In Division B the dis¬ cussions have mostly turned upon the first question proposed, that relating to the value of Frobel’s method ; eminent specialists, both of our own and of foreign coun¬ tries, have made known what has been actually done with a view to spreading Fro- bel’s doctrine and the various ways in which the system of the illustrious German educator has been understood and applied. This earliest infant culture has excited so much interest, even outside the sittings of the congress, that groups of members have met to seek complementary explanations on what had been said at the meetings. Again and again the subject came up in re¬ lation to other points under discussion. The Frdbel school tends, indeed, to become the basis of all education ; schools properly so called will be obliged to study its method. This was made evident in after discussions, so often as they related to the adoption of intuitive methods of teaching and to the exercises most fit to cultivate the memory. While Division B was thus occupied with the best methods of teaching, Division A was considering the general organization of popular instruction and the great problems raised by the questions of freedom of teaching, the creation of school museums, the training of teachers, the education of girls, gratuitous instruction, and ■due distribution of scholastic work. All these points, which touch some of the gravest social questions, gave rise to earnest debate, in the course of which tbe speakers brought forward important theories, supported hy well ascertained facts of organiza¬ tions already in action in the countries of Europe and America, whose representatives addressed the meeting. It results from these discussions that, if all are not agreed concerning the best scholastic organization to be established or the methods to be employed, the differ¬ ences of opinion bear mostly on matters of practice. The purpose everywhere is the same, and, as a speaker from the north said in explaining the admirable scholastic system of his own country, “a breath of liberalism is wafted now over our modern world, and moves it to spare no sacrifice, to grudge no care that will tend to raise by means of the school (rationally conducted and open to all) the moral, intellectual, and material level of the populations.” Section II, Secondary Instruction: The principal question on the programme for this section was that relating to the organization of secondary instruction. Should schools of this grade furnish complete general instruction or special teaching with a view to the future career of the pupils ? Both sides of the question found supporters. The difficulty of formulating any programme of studies that should satisfy modem requirements of knowledge was made use of as an argument in favor of special schools ; on the other hand, the impossibility of determining at ten years of age the aptitudes of children was the argument used by opponents ; certain members strove to satisfy both parties by maintaining that instruction might be given which should be at once general and special. The debate grew more animated and excited the extreme interest of the audience when the partisans of classical studies and of science and modern languages were brought face to face. On both sides the different opinions were exposed and defended with a degree of ability and breadth of view which proved that the defenders of Latin and Greek were also men of science and that the advocates of exact science and of modem languages were likewise men familiar with the humanities. All agreed at least on one point : the necessity of the moral influence of the school and of the teacher upon the pupil. Most of the speakers pronounced themselves in favor of pre¬ paratory schools to be attached to secondary schools. The simultaneous use of strict grammatical study and of the exercises used in EDUCATION IN FOREIGN COUNTRIES. CXCV teaching modern languages was advocated by almost all the speakers. Some criti¬ cised the grammatical method generally adopted now; some averred that the study of language should be founded on the principle of the evolution of languages; and others, again, that the teaching should go from the single to the more complex, aud should bring out clearly the affinity of languages. The best system of forming professors for secondary instruction is, according to some, to place the candidates in a special school, similar to the Ecole Normale Sup6- rieure in Paris; according to others, to let them enter a university in which they will go through a course of general study. Finally, the second section devoted a morning’s sitting to the question of the best method of education and the best course of studies in secondary schools for girls. The discussion was both brilliant and fruitful. It gave to several women, whose names are well known, the opportunity of proving how well they deserve their reputation. It was by common consent recognized that secondary schools for girls are absolutely indispensable, and that the establishment of them is a duty of the state. The only difference of opinion was concerning the direction of such schools, and, although the majority seemed in favor of women directors, the opposite view was maintained with ability and found partial approval. Section III, Higher Culture : This section examined and discussed successively al¬ most all the questions that had been prepared for it by the executive committee, and moreover a proposition was brought before it by one of its members concerning the establishment of institutions for higher instruction in commercial matters. Freedom of higher teaching, freedom in laying down courses of study, also the free¬ dom of professors as regards new opinions in opposition with the religious ideas of their country, were treated from various points of view. The necessity of an entrance examination for universities was unanimously recognized, and no one advocated fix¬ ing a minimum of age from the moment the candidate had reached the standard required. The question of granting academic degrees was the subject of a serious debate, as also that of admitting women to university studies and examinations. Finally, the general assembly of the congress devoted a long sitting to the exami¬ nation of the possible means of joining to the preparatory studies for all liberal pro¬ fessions a knowledge of the essential principles of all the sciences. This question could not be exhaustively treated without a supplementary sectional sitting. Section IY, Special and Industrial Schools and Classes : The result of the discussion in this section, which was devoted to special schools, is that the organization of in¬ dustrial schools should depend on the nature of the prevailing industry in the prov¬ ince or district to which the institutions belong. The diminished skill of workmen (on which much stress has been laid of late) seemed to the section more apparent than real. The apprehension manifested on this subject arises from the changes which have taken place in the relation of production to the special skill of the artisans con¬ cerned in it. Production has made rapid strides, while the means of apprenticeship have lessened rather than increased. The tendency at present is to connect elementary schools with workshops, to organ¬ ize a real apprenticeship, and to establish industrial schools through the help of trade organizations. The growing importance of industrial training for women suggests the necessity of giving it an official organization. Institutions for the purpose would train pupils for trades fitted to the strength and special aptitudes of their sex. Turning to a wholly different subject, the section next considered the best methods to be adopted for teaching gymnastics. The opinion that finally prevailed is that any apparatus is good so long as the purpose with which it is used is to give harmo¬ nious development to the body. Manuals were not condemned, on condition that they should not be considered obligatory. The section then laid ciown certain principles to be observed in teaching gymnastics to girls, and also in normal schools, in popular societies, and in the Army. The report on musical teaching excited no opposition. The section was satisfied that great progress had been made in the teaching of the deaf and dumb, in the sense that it goes far beyond enabling them to correspond by signs. A learned and admirable report on the teaching of drawing was discussed in the general assembly, but it cannot be said to have resulted in any conclusions concerning the organization of such teaching. Some speakers considered that the difficulty arose from the confusion which seemed to exist in the minds of certain members between plastic and geometrical drawing. Section V, Instruction for Adults : The organization of adult schools was the subject of a very animated debate. Sundry speakers explained what was done in different countries of Europe and in America. All were agreed as to the distinction to be mado between the absolutely ignorant adults and those who have some small beginnings of knowledge ; also with regard to the great difference between classes in the country and in towns, where the exigencies of trade and various forms of industry may make a different programme of studies desirable. Some speakers insisted on the necessity of giving prizes to the pupils at the end of the year. CXCYI EEPOET OF THE COMMISSIONEE OF EDUCATION. The question of the organization of workmen’s societies was thoroughly investi¬ gated, and the conclusions given in the public report were, for the most part, adopted by the assembly, which was, however, divided with regard to the remuneration to be given to the teachers who devote themselves to maintaining and spreading these useful associations. A most animated debate in the general assembly was raised by the examination of the reciprocal services that might be rendered by schools to the army and by the army to general instruction. Most speakers were of opinion that some" military ex¬ ercises should be introduced into schools which would tend to prepare boys for the service and would instil the spirit of order and discipline so indispensable in the army. The complete suppression of the army was put forward as desirable by one speaker, and another doubted if schools could in any way prepare for military service. All, however, are of opinion that bodily exercise should be especially provided for by all schoolmasters. Section VI, Hygiene in Schools.1 2 Denmaek, constitutional monarchy : Area, 14,553 square miles; population, 1,903,000. Capital, Copen¬ hagen; population, 250,000. Minister of public instruction, A. C. P. Linde. Elementary education is widely diffused in Denmark, the attendance at school be¬ ing obligatory from the age of seven to fourteen. In conformity with article 85 of the constitution, education is afforded gratuitously in the public schools to children whose parents cannot afford to pay for their teaching. Besides the University of Copenhagen, there are 13 gymnasia in the principal towns of the kingdom which afford a classical education, and under them are a large number of middle class schools for the children of the working classes. All the schools in Denmark are sectarian. Education in Iceland : Iceland is a Danish colony, with an area of 39,756 square miles and a population of 69,763. According to Dr. Vouga’s statement in the Allgemeine Bibliothek, Iceland has no illiterates. All the children can read, write, and cipher at the age of seven. It is the duty of the mothers to instruct their children. The pastor exercises a general supervision over this home education, and he excludes from the confirmation ceremony all those who have not received sufficient training. It is very remarkable that Iceland has no prisons, no police, no army, no thieves. Finland, a dependency of Russia : Area, 144,222 square miles; population, 2,028,021. Capital, Helsing¬ fors ; population, 43,142. Director of educational affairs, Dr. L. Lindelof. The following is an abstract of the Statistisk Arsbok for Finland, 1881 : The university at Helsingfors. — The University of Finland has four faculties: theol¬ ogy, law, medicine, and philosophy. The total number of professors is 67, viz : 3 for theology, 4 for law, 13 for medicine, and 47 for philosophy. The total number of students is 694, of whom 131 are in theology, 168 in law, 60 in medicine, and 335 in philosophy. The faculty of philosophy has admitted one female student to the lect¬ ures. Besides the 694 regular students there are 471 hearers. The total income of the university in 1880 was 936,000 marks, viz, 585,000 marks from the state and 351,000 marks from endowments and fees. The total expenditure in 1880 was 909,000 marks.3 Secondary schools. — For secondary education Finland possesses 14 lyceums (11 state and 3 private) with an 8 years’ course and 9 lyceums (3 state and 6 private) with a four years’ course — total, 23. Of these 12 are taught in Swedish, 10 in Finnish, and 1 in German. The total number of teachers is 297, and the total number of pupils 3,348, of whom 2,515 are in state and 833 in private schools. Besides the lyceums there are 4 so-called preparatory schools (forskolor), with 14 teachers and 215 pupils, and 21 Eealschulen (non-classical secondary schools), with 150 teachers and 978 pupils. Of the 21 Eealschulen, 9 are taught in Swedish and 12 in Finnish ; 19 are state and 2 private institutions. The total number of secondary schools for boys is, therefore, 48, and the total number of boys attending these schools is 4,541. For girls there are 38 secondary schools (31 Swedish, 4 Finnish, and 3 German), with 378 teachers and 2,818 pupils; 7 are state and 31 private schools. 1 A summary of the action of tlie congress on this subject will be found under the bead of Sanitation and Education in this report, pages ccxlviii and ccxlix. 2 The Finnish mark is the equivalent of the French franc and is worth 19.3 cents EDUCATION IN FOREIGN COUNTRIES. CXCVII Elementary schools. — The total number of elementary schools is 578, viz : 150 for boys, 136 for girls, and 292 for both sexes ; 431 schools are taught in Finnish, 134 in Swedish, 11 in Finnish and Swedish, and 2 in Russian. The number of teachers is 720 (329 males and 391 females), and the total number of pupils 26,963 — 15,186 boys and 11,777 girls — or 37 pupils for every teacher. Of the 578 schools 156 are in the towns and 422 in rural districts, and of the 26,963 pupils 10,133 are in city schools and 16,830 in coun¬ try schools. The number of criminals in state prisons is 1,505. The population of Finland is 2,028,021, of whom 1,989,226 are Lutherans, 38,231 Greeks, and 564 Roman Catholics. The capital, Helsingfors, has a population of 43,142. The Finns are a saving people. Their savings banks have increased from 15 in 1850 to 104 in 1880 and the deposits from 7,196,797 marks in 1870 to 16,381,437 marks in 1880. The state expenditure for education in 1880 was : Marks. For science and fine arts . . . 99, 500 For university at Helsingfors ...» . 579, 946 For secondary education . 1, 360, 524 For technical education . . . . . . . 492, 299 For primary education . . . . . 624, 884 Total . . 3, 157, 153 or $631,430. The expenses of the military establishment of the Grand Duchy in 1879 were 3,225,747 marks. Miscellaneous notes. — The fact that only 26,963 pupils attend the elementary schools out of a school population of 342,286 shows sufficiently that much remains still to be done in Finland to educate the masses. The severe climate makes rapid progress almost impossible. At the capital of the country, Helsingfors, on the south coast, the aver¬ age temperature of the year is only 39.4°. The ground is covered with snow and all waters are frozen during five or six months of the year. The government of Finland has recently sanctioned the establishment of a commercial institute at Brahestad, in the north of Finland. This is the first institution of this kind in Finland, and its establishment is due to Mr. John Fellman, a citizen of Brahestad, who donated $200,000 for the purpose. Professor Felix Heikel, whose visit to this country will be recalled by many educators, has been appointed director of the school. All the public schools of Finland are either wholly or in part supported by the state. Ambulatory village schools are of private character and receive no state aid. The towns supply the higher institutions of learning, and the university at Helsingfors belongs to the state. It is organized after the German plan, the instruction being given by lectures and not by recitations, and there is perfect liberty of teaching and o earning. Fbance, republic:1 Area, 201,900 square miles: population, 36,905,788. Capital, Paris; population, 1,988,806. Minister of public instruction, Jules Ferry. Miscellaneous educational items. — France is making every effort to be no longer be¬ hind in education. The present republican government may evince now and then perhaps a little too much zeal, and thereby injure its own cause ; but there can be no doubt that so far it has been successful and made great progress. Compulsory and gratuitous elementary education, the abolition of the letters of obedience (episcopal certificates entitling the holder to teach in public and private schools without having received suitable training), the establishment of separate elementary schools and of higher schools for girls, a higher standard for the examinations of teachers, the intro¬ duction of new text books — these are some of the chief measures carried in the year 1 For tbe latest official statistics of education in France, see the report of the Commissioner of Edu¬ cation for 1878, and for those relating to the city of Paris, the report for 1879. CXCVIII REPORT OF THE COMMISSIONER OF EDUCATION. 1880. Another important measure, a bill to make all the elementary schools unsecta¬ rian, was introduced in 1880, hut went over to the session of 1881 on account of the great opposition manifested in almost all parts of the country. The law of 1850 gave ministers of religion a right to enter the school and to teach catechism during the reg¬ ular school hours. It is quite natural that the clergy should make earnest endeavors to defeat the government bill. Many leading republicans of the liberal school, as Jules Simon, Senators Waddington and Laboulaye, are, in this particular case, siding with the ultramontanes. From a report furnished to the prefect of the Seine by the bureau de l’assistance publique, it appears that during the year 1880 1,672 children ^deserted or having no home were brought up by the police, of whom 1,033 were charged with being beggars and vagabonds ; and of this number 80 were girls. It is significant that only 124 were given up to their parents and friends. Out of 219,000 children between 6 and 14 years of age living in Paris, there are about 7,000 who attend no school. The report concludes with the statement that each year 600 children are sent into the provinces and placed with different employers who give them elementary instruction and teach them a trade. The minister of public instruction has caused Herbert Spencer’s work on education to be translated and published for gratuitous distribution in all the public schools of France. On the occasion of the annual assembly of the Socidt&s Savantes in 1880, the directors and directresses of normal schools and a section of primary school inspectors had been invited by the minister of public instruction to participate in the educational confer¬ ences. At this meeting the following questions were discussed: (1) the organization of primary schools under a single teacher ; (2) the means of securing the best supply of students for normal schools. The government defrayed all the expenses of the con¬ ference, the results of which have been so satisfactory to the minister that he has de¬ cided to call a meeting every year. On the 22d of November, 1880, the French senate passed the bill authorizing the government to establish secondary state schools for girls. An amendment to make religious instruction a regular branch of study in these schools was rejected by a vote of 142 against 126. The new institutions will be situated at Paris, Bordeaux, Dijon, Grenoble, Lille, Lyons, Marseilles, Nancy, Nantes, Rheims, and Rouen. The following branches constitute the obligatory course of instruction : The French lan¬ guage, the history of the French language and literature, philosophy, natural history, a synopsis of general history, national history, geography, arithmetic, the elements of physical and natural sciences, hygiene, the elements of nursing, domestic economy, German, English, Italian, Spanish (two of the three latter languages optional), ele¬ ments o fcommon law, and needlework. The optional branches of instruction will be determined for each school by its director, with the approval of the minister of public instruction. A course of pedagogy is to be attached to each school for such pupils as desire to prepare themselves for the school service. The teaching staff consists of male and female teachers, but whenever a lesson is given by a male teacher the presence of a female teacher is obligatory. The schools are to admit boarders and day scholars. School savings banks are making very rapid progress in France, as is shown by the following table : Statistics of school savings banks . Year. Number of banks. Number of books issued. Amount deposited in francs. January 1, 1877 _ ............ _ .......... _ ....... _ 8, 043 10, 440 14, 273 143, 273 177, 574 307, 452 2, 984, 352 3, 602, 621 6, 228, 560 January 1, 1879 . . . . . . January 1, 1881 . . . . . . . . EDUCATION IN FOREIGN COUNTRIES. CXC1X Education and crime. — The official education report published in 18S0 contains the following : The criminal court statistics have served as a means of ascertaining the condition of primary education, but the information derived from that source has sometimes led to false conclusions concerning the influence of education upon morals. The causes which lead man. to crime are so complex that it is impossible to draw any reliable conclusion from comparisons between literates and criminals or between lit¬ erate and illiterate criminals. If ignorance and vulgarity push man toward crime, the violent passions, the vices of human nature, and the temptations arising from the ac¬ cumulation of wealth and the centralization of population exercise, in certain cases, still greater influence. When we study the French criminal statistics by departments, we find that crimes against the person are especially numerous in the southern sec¬ tions; crimes against property especially frequent in the wealthy regions ; and one is led to attribute the frequent occurrence of the former crimes to the violence of the passions, and that of the latter crimes to the temptations of wealth. The judiciary statistics furnish, however, some evidence which must not be under¬ valued. The criminals are recruited to a large extent from the lower strata of society. If primary education were sufficiently spread it would have penetrated those lower quarters, and all the criminals would at least be able to read and write, like the rest of the population. The following table sho ws the percentage of literate and illiterate criminals from 1828 to 1878 : Of 100 criminals. Years. Were illiterate. Could read and write, or at least read. Had received a higher educa¬ tion. 1828 to 1880 . . 61 37 2 1831 to 1835 . 58 39 3 1836 to 1840 . 57 40 3 1841 to 1845 . 53 45 3 1846 to 1850 . 51 46 3 1851 to 1855 . 46 50 4 1856 to 1860 . 43 52 5 1861 to 1865 . 39 56 5 1866 to 1870 . 37 59 4 1871 to 1875 . 36 61 3 1876 to 1878 . 31 65 4 It is evident, then, that the number of criminals destitute of all education dimin¬ ishes, and that, consequently, the number of literate criminals increases. This is a necessary consequence of the general diffusion of education in France. If education were spread, as it is to be desired, all Frenchmen would at least be able to read and write and all French criminals could be counted as literates. It is interesting in this connection to consider the statistics of illiteracy in France. According to the census of 1872 the total population of France was 36,102,921. Of this number, 13,324,801, or 36.9 per cent, (including 3,540,101 infants under six years of age), could neither read nor write; 3,772,603, or 10.5 per cent., could read only; 18,682,749, or 51.7 per cent., could read and write; and of 322,768, or 0.9 per cent., the degree of education was not known. Progress of education under the republic. — In 1872 the number of schools of all kinds was 70,179 and the number of pupils 4,722,754, or 19.4 schools and 1,203 pupils for every 10,000 inhabitants. In 1877 the number of schools of all kinds was 72,217 and the number of pupils 4,918,890, or 19.6 schools and 1,320 pupils for every 10,000 in- cc REPORT OF THE COMMISSIONER OF EDUCATION. habitants. The number of pupils receiving gratuitous instruction has increased from 54 per cent, in 1872 to 57.4 per cent, in 1877, and in 1880 a law was passed making elementary education gratui tous for all pupils in the public schools. The total ex¬ penses for primary education have risen from 53,622,425 francs in 1871 to a little over 80,000,000 francs in 1880. The educational budget of the city of Paris, which amounted to 1,604,346 francs in 1852 and 6,513,195 francs in 1870, amounts at present to 14,572,641 francs. Paris spends as much for education as the kingdom of the Netherlands. The minister of public instruction has submitted a bill to the Chambers intended to regulate private secondary education. According to this bill, every Frenchman pro¬ posing to open a private school must produce (1) a diploma of bachelor of letters or bachelor of science; (2) a certificate of aptitude for teaching, to be awarded after ex¬ amination by a specially appointed jury; (3) the names of his assistant teachers, who must show similar qualifications; (4) a plan of buildings and premises, and a pro¬ gramme of studies. In introducing the bill the minister said : The state, that is, society itself, is as much interested in regulating the practice of teaching as that of medicine, and against the stringent guarantees imposed in the latter case no protest has ever been raised. The new school regulations prescribed by the minister of public instruction make important changes in the government of primary schools. In the first place, corporal punishment of any kind is altogether and unreservedly abolished, and this being the case the striking of any pupil will not only be an offence against the official regula¬ tions, but will render the offending teacher amenable to prosecution for cruelty. In the next place, the right of the father to decide whether his son is to receive religious instruction or not is distinctly recognized, and it is provided that he shall always be consulted before the pupil is permitted to participate in devotional teaching. It is furthermore provided that children shall not be sent to church except out of school hours, and that no teacher shall be bound to conduct them to church or to watch over them there. Of the 15,462 candidates for primary school teacherships examined in 1880, 9,383, or 61 per cent., received their diplomas of capacity. The female candidates were more successful than their male colleagues. Of 6,153 male candidates, 3,095, or 52 per cent., passed, and of 9,309 female candidates, 6,298, or 67 per cent., were successful. In consequence of the increasingly numerous cases of myopia developed in French schools through bad arrangement of seats and distribution of light, the minister of public instruction has appointed a commission whose duty it will be to study the in¬ fluence of the material conditions of school arrangement on the progress of myopia, and to discover the means of counteracting the evil. There has been for several years a private school of political science in Paris. As a great deal of good has been accomplished by this institution, the government has decided to adopt it. The school provides the final instruction for those who have already received a liberal education. Each of the great divisions in its courses of in¬ struction furnishes a complete preparation for any one of the following careers, and for the competitive examinations which open the way to them : Diplomacy, council of state, administration and inspection of finances. Courses of lectures are given in each branch once a week. The course lasts two years. Diplomas are granted to students who pass a successful examination at the end of the second year. The teach¬ ing staff consists of a director and twenty professors. The school receives students, without examination, upon application, and at the recommendation of the council of the school. EDUCATION IN FOREIGN COUNTRIES. CCI Education in the colonies. — The following table shows the number of schools now in operation in the French colonies : . Colonies. Humber of schools. Lay. Religious. Total. 2 6 8 2 2 Talsind of Ste. Marie de Madagascar _ _ _ 2 2 Mayotta . . . . . . . . ........ _ 2 2 kos-Beh . . . . ... _ .............. _ .... 2 2 Island of Rennion _ _ _ _ 94 65 159 Pondicherry . . . . . . . . . . ...... . . . 2 23 25 Chan dern ago ro . . . . ? . . . . . 2 2 "Fanaon _ * _ _ _ _ 1 1 Mahd . 1 1 2 Cochin China . . . . . . . . . 19 14 33 Hew Caledonia . . . . . . 6 16 22 Saint Pierre and Miquelon . . . . . . . 1 6 7 Guadeloupe . . . . . . . 18 54 72 Martinique . . . 65 71 136 Guiana . . . 4 5 9 Germany, constitutional empire: Area, 212,091 square miles ; population (in December, 1880), 45,149,172, divided among the following 26 states constituting the German Empire: Prussia, kingdom, 27,251,067; Bavaria, kingdom, 5,271,516; Saxony, kingdom, 2,970,220; ‘Wurttemberg, kingdom, 1,970,132; Baden, grand duchy, 1,570,189; Hesse-Darmstadt, grand duchy, 936,944; Mecklenburg- Schwerin, grand duchy, 576,827; Mecklenburg-Srrelitz, grand duchy, 100,269: Saxe-Weimar, grand duchy, 309,503; Saxe-Meiningen, duchy, 270,147; Saxe-Altenburg, duchy, 155,062; Saxe-Coburg Gotha, duchy, 194,479; Sclrwarzburg-Budolstadt, principality, 80,149; Schwarzburg-Sondershausen, principality, 71,083; Reuss Schleiz, principality, 50,782; Reuss-Greiz, principality, 101,265; Olden¬ burg, grand duchy, 337,454; Brunswick, duchy, 349,429; Anhalt, duchy, 232,747; Waldeck, princi¬ pality, 56,548; Schaumburg-Lippe, principality, 35,332; Lippe-Detmold, principality, 120,216; Liibeck, free city, 63,571; Bremen, free city, 156,229; Hamburg, free city, 454,041; and Alsace-Lorraine, annexed from France in 1871, 1,571,971. Capital of empire, Berlin; population, 1,122,385. Illiteracy of German recruits. — Wiirttemberg has the smallest number of illiterate recruits ; only 2 recruits were discovered during the last five years who could neither read nor write. Next in rank comes Baden, where only 4 illiterates were found during the same period. In Bavaria the number of illiterate recruits is also very small. Five years ago 1.79 per cent, of the young men examined could neither read nor write, while in 1880 there were only 0.47 per cent. In the various smaller princi¬ palities about 1 per cent, of the recruits are illiterate, while in Alsace-Lorraine this number amounts to 2.23 per cent, against 3.45 per cent, five years ago. For Prussia the percentage of illiteracy of recruits is 2.27 against 3.19 per cent, five years ago. Educational periodicals. — There are at present 83 educational journals published in the German Empire. Of these 2 are dailies, 34 weeklies, and the rest monthlies and semimonthlies. Ten of the 83 journals are published at Berlin, 6 at Leipzig, and the rest in various provincial towns. The Allgemeine Deutsche Schulzeitung is the old¬ est educational periodical published in Germany. It was started by Dr. Zimmermanu at Darmstadt in 1824. Its present editor is Professor Stoy, at Jena. Spelling reform. — Nearly all the German states have introduced a new spelling sys¬ tem into their schools. The new systems are, however, not uniform, and this causes great confusion and general dissatisfaction. About five years ago there was but one spelling system in all Germany; at present there are nearly as many as there are states and ministers of public instruction. Prince Bismarck, seeing the confusion that ecu REPORT OF THE COMMISSIONER OF EDUCATION. •would arise from such a change, has strictly forbidden all officials of the imperial government under his jurisdiction to use the new spelling. Statistics of German universities in 1880. Universities. Number of professors. Number of students in the faculties of — j Number of hearers. ! Total number of stu¬ dents and hearers. Theology. ® O a P ft P Medicine. Philosophy. Berlin . 219 197 1, 315 475 1, 621 1,593 5, 201 Bonn . 118 131 231 . 132 457 36 917 Braunsberg . . . 10 10 Breslau . 108 136 356 209 608 15 1, 324 "Rrl an gp/n _ 63 198 52 138 93 481 Freiburg . 56 43 81 185 83 67 459 Giessen . , _ 58 25 107 73 148 8 361 Gottingen . 116 125 183 146 511 9 974 Greifswald . . . . 62 53 68 248 162 5 536 Halle.. , . 102 270 ■103 144 581 32 1, 130 Heidelberg . 107 21 181 105 195 30 532 Jena . 77 74 81 81 215 30 481 Kiel . 64 44 27 75 96 105 347 Konigsberg . 85 66 177 122 372 8 745 Leipzig . 206 423 1,057 423 1, 324 118 3, 345 Marburg . 71 62 77 141 272 16 568 Munich . 132 92 642 562 510 34 1,840 Munster . . 32 81 164 8 253 Bostock . . . .... 41 55 30 37 76 198 Strassburg . 86 58 208 149 337 62 814 Tubingen . 83 381 301 145 167 10 1, 004 Wurzburg . 76 120 103 419 206 59 907 Deaf-mute schools. — The German Empire has 96 deaf-mute schools, viz : 53 in Prus¬ sia, 14 in Bavaria, 7 in Wiirttemberg, 4 in Saxony, 3 in Alsace-Lorraine, 2 in Baden, 2 in Hesse-Darmstadt, and 11 in the other states. Myopia in German schools. — Prof. Hermann Cohn, of the University of Breslau, has examined the eyes of 42,619 pupils in various grades of schools in Germany. He de¬ clares that myopia is seldom found in village schools ; that it increases from grade to grade ; and that the principal causes are defective light in school rooms, the small type in text books, and especially the large amount of home study. In the lower classes from 1 to 25 per cent, were affected; in the higher classes the rate increased to 60 and 80 per cent. At the Heidelberg gymnasium every student was more or less affected. At the school of theology, Heidelberg, 79 per cent, of the students were short-sighted. In 25 secondary schools, with 9,096 pupils, 22 per cent, were short¬ sighted in the lower classes and 53 per cent, in the higher ones. In 5 village schools, with 1,486 pupils, only 1.5 per cent, were short-sighted ; in 20 elementary city schools, with 4,978 pupils, 1.8 per cent. Trades in schools. — The leading German educational journals pronounce themselves against the introduction of trades into the elementary schools. They hold that the short time devoted to the intellectual training of the pupils should not be shortened by the introduction of novelties. Thus far no official steps have been taken in the matter, except that Prussia has sent a commission to Sweden and Denmark, charged with the study of the system introduced in those countries by Mr. Clauson-Ivaas, an ex-major EDUCATION IN FOREIGN COUNTRIES. CCIII of the Danish army. The major never wrote a word on his system. He travels from city to city, explains his methods, .and in case it suits the local authorities he is allowed to establish workshops in the boys’ schools. The Prussian commission has pronounced itself against an official introduction of the system in the public schools, and it is not very likely that any other system will be tried for the present. The same may be said concerning school savings banks. The larger majority of teachers condemn the system as unpedagogic. The school authorities do not seem to be against the establishment of banks, since they allow the school inspectors to super¬ intend them in case the teachers are willing to cooperate. Course of study in business colleges. — The following table shows the subjects of instruc¬ tion and lessons a week in three leading German business colleges : Subjects. Commercial law . National economy. . Book-keeping and office work . Correspondence . . . German language and literature . French language and correspondence . Commercial arithmetic . Mathematics . - . Bhysics . Chemistry . Technology . History . . Geography . . Penmanship . . . . Drawing . Gymnastics . . Italian language and correspondence . . Stenography . English language and correspondence. Total . . a. Alsace-Lorraine, imperial territory (Beichsland) : Area, 5,580 square miles ; population, 1,571,971. It is a singular fact that while the French Government is making the public schools unsectarian the governor general of Alsace-Lorraine, whose only duty is to execute orders sent from Berlin, not only upholds the sectarian character of schools in exist¬ ence, but also converts all unsectarian institutions into church schools. Recent school statistics have not been received from Alsace-Lorraine, but it appears from the educa¬ tional periodicals that great progress has been made within the last few years. The schools are now all organized on a German basis, and have nearly all been provided with teachers trained in Germany proper. h. Baden, grand duchy: Area, 5,851 square miles; population, 1,570,189; capital, Carlsruhe; popula¬ tion, 42,895; minister of public instruction, Dr. G. Nokk. Baden has not published any educational statistics since 1873. In that year the school population numbered 243,567, the number of elementary schools was 1,937, the number of pupils 245,369, and the number of teachers 3,603. Baden has one of the best polytechnic schools in the world. It was opened at Carls¬ ruhe in 1865. The course of instruction is arranged with a view to perfecting engi¬ neers, mechanical engineers, architects, chemists, and forest officers in geueral educa¬ tion and in special sciences necessary to them. Instruction is also given in finance and pharmacy. CCIV REPORT OF THE COMMISSIONER OF EDUCATION. c. Bavaria, constitutional monarchy: Area, 29,293 square miles; population, 5,271,516; capital, Mu¬ nich; population, 198,829 ; minister of public instruction, Dr. von Lutz. Bavaria, like many other German states, publishes very few educational reports. The latest official statistics are ten years old, and there is, at present, no indication that new statistics will be published in the near future. In 1870 Bavaria had 7,184 elementary schools, with 841,304 pupils and 11,921 teachers. It is generally admitted that the Bavarian schools are doing excellent work, but there seems to be a strong op¬ position against publishing frequent reports. The Bavarian technical high school at Munich, which occupies a palatial building of immense proportions, is in all respects equal to a university in organization and standing. It has a general section, a school of engineering, a school of architecture, a mechanical technical school, a chemical technical school, and a school of agriculture. The school has 44 professors and 27 assistants and about 1,000 students. The students have at their disposal 30 collections and laboratories and an unusually rich library. As the Bavarian university is situated at Munich, the students of the technical high school have an opportunity to attend lectures in certain specialties at that institu¬ tion. The school depends immediately on the minister of public instruction, and the governing body consists of a rector and vice rector, who are appointed by the King. d. Bremen, free city: Area, 106 square miles; population, 156,229. For latest educational statistics, see the Report of the Commissioner of Education for 1879. e. Hamburg, free city: Area, 148 square miles ; population, 454,041. The official school report for 1879-’80 shows that Hamburg has in all 226 schools. Of these, 51 are public, 28 subsidized by the public treasury, and 147 are private. The total number of classes in these schools is 1,458 and the total number of pupils 50,768. All the schools are pay schools ; poor pupils are, however, admitted free of charge. The following statement exhibits the condition of the public school buildings of Hamburg as regards lighting and heating : 59.3 per cent, of the school rooms receive the light from the left side, 4.9 per cent, from the right side, 2.7 per cent, from the front, 0.3 per cent, from the rear, and 32.8 per cent, from several sides. Only 10 per cent, of the school-houses have furnaces and 90 per cent, have stoves. /. HessE-Darmstadt, grand duchy: Area, 2,866 square miles ; population, 936,944; capital, Darmstadt; population, 44,107. Director general of schools, H. Knorr. Hesse-Darmstadt has 988 elementary schools, with 1,697 teachers and 138,818 pupils, viz: 69,119 boys and 69,699 girls; 12 advanced elementary schools, with 80 teachers and 3,082 pupils, viz : 1,497 boys and 1,585 girls ; 797 review schools for boys, with 1,336 teachers and 18,563 pupils; and 84 private elementary schools, with 644 teachers and 6,489 pupils, viz: 2,480 boys and 4,009 girls. For secondary education there are 21 Gymnasien and Realschulen, with 266 teachers and 6,365 pupils. The polytechnic school at Darmstadt continues to do excellent work. It has five divisions, viz : archi¬ tecture, civil engineering, machine construction, industrial chemistry, and mathemat¬ ical and physical sciences. Hesse-Darmstadt is one of the states most advanced in education in Germany. All the children of school age attend school and few adults are found unable to read and write well. g. Prussia, constitutional monarchy (the King of Prussia is at the same time Emperor of Germany): Ajea, 137,066 square miles; population, 27,251,067; capital, Berlin; population, 1,122,385. Minister of public instruction, von Gossler. The latest official Statistics of elementary schools date from 1871. In that year the number of these schools was 34,988, with 4,007,776 pupils. In Prussia all children of school age attend school, although they are frequently so uncomfortably crowded in the school rooms that parents would do better to keep them at home. Hundreds of village schools have from 100 to 300 pupils for every teacher. The school-house contains often but two or three rooms, one of which is used as a class room, one is occupied by the teacher and his family, and one by his servant and a cow or a couple EDUCATION IN FOREIGN COUNTRIES. CCV of goats. In the cities and towns the elementary schools are almost all very good, hut the village schools are had. A warm controversy is going on in Prussia as to the relative merits of the Real- schulen and the Gymnasien. Public opinion is beginning to pronounce itself very decidedly in favor of the Realschulen, to the great indignation of the defenders of the classical system. The progressive Realschulen, with their non-classical character, seem to suit the times better than the too conservative Gymnasien. Overcrowded schools. — The following table shows the number of overcrowded schools in each Prussian province : Provinces. Humber of over¬ crowded schools. Humber of teachers ■wanted to remedy the evil. Pmssifti _ _ _ _ _ 669 669 \y ggt Prussia ...... _ ... _ .... _ ...... _ ............ ........ _ 448 448 Brandenburg ........ _ ..... _ ....... _ .... _ ..... _ _ _ _ _ 552 556 Pomerania . . . . . . ..... _ _ _ ...... 500 500 869 953 1, 509 1, 689 Saxony . . 761 779 Schleswig-Holstein . . . . . . . . . . . 106 106 Hanover _ .... _ _ _ ...... _ ....... _ ...... _ _ _ 654 W estphalia _ ... _ ... _ _ _ _ _ _ _ _ _ _ ........ _ _ 827 861 TTpsspi.'NTflssan _ _ 414 415 Rhine Province ...... . . . . . . . . . 825 838 Hohenzollern . . . - . . . . . . . 12 12 Total . . . . . . . . . . . 8, 047 8, 280 In 919 classes there are more than 150 pupils to each teacher; 119 of these 919 classes have more than 200 pupils to each teacher. From 1873 to 1879 the number of teachers’ places has increased by 6,975. The minister of public instruction has inserted in the budget of his department for 1881 $300,000 against $100,000 in 1880. Since the resignation of Dr. Falk from the ministry of public instruction, the edu¬ cational authorities have laid more stress on the teaching of religion, as will be seen from the following ministerial ordinance, published September 27, 1880 : To the provincial school hoards : Among the children who reach school age during the coming school year, there will be, for the first time, a number who have not received the sacrament of baptism, although their parents belong to the Christian denominations. It is the duty of the school to prevent the evil consequences which might arise from the neglect of the religious training of these children. The provincial school authorities are therefore requested to see that the teachers ascertain on admitting the children to what denom¬ ination their parents belong and enforce their attendance at the instruction in the re¬ ligion of their parents. A school of statistics. — A statistical seminary was opened in November, 1880, in connection with the Royal Statistical Bureau at Berlin in order to offer young men an opportunity to acquire a more thorough knowledge of statistics than the uni¬ versities usually afford. Lectures and practical exercises are given by Dr. Engel, the director of the bureau, and a number of prominent professors. Needlework. — The minister of public instruction has decided that needlework is an obligatory branch of instruction in all girls’ schools, and that communes which are too poor to employ a teacher for this purpose may apply for state aid. CCVI REPORT OF THE COMMISSIONER OF EDUCATION. Gratuitous education. — Elementary education is gratuitous in sixteen cities only. These are Berlin, Breslau, Konigsberg, Dantzig, Altoua, Elberfeld, Crefeld, Posen, Erfurt, Kiel, Gladbacb, Flensburg, Remscbeid, Konigshutte, Hagen, and Nordbausen. Education in Berlin. — Berlin has 14 Gymnasien, -with 7/247 pupils; 7 Realscbulen, with 3,946 pupils; 2 industrial schools, with 1,083 pupils; 6 high schools for girls, with 4,007 pupils; 2 teachers’ seminaries, with 158 male and 158 female students; 1 preparatory seminary, with 103 male pupils ; 3 advanced elementary schools, with 379 male and 126 female pupils; 19 preparatory schools for the Gymnasien, with 3,787 pupils; 107 communal elementary schools, with 42,777 hoys and 44,429 girls; 1 school for the blind, with 18 male and 13 female inmates; 4 boys’ schools, under the control of societies, with 223 pupils ; 2 girls’ schools, under the same control, with 204 pupils; 5 mixed schools, with 489 boys and 472 girls; 2 Jewish schools, with 1,040 pupils; 9 higher private schools for boys, with 2,815 pupils ; 10 middle class private schools for boys, with 3,312 pupils ; 47 private high schools for girls, with 9,554 pupils; 15 private middle class and elementary schools for girls, with 3,644 pupils; and 5 mixed, with 1,401 boys and 1,392 girls. There are, therefore, 262 institutions of learning, with nearly 133,000 pupils. The Royal Library of Berlin celebrated in September, 1880, the one hundredth year of its existence in its present domicile, although as a library it is 221 years old. It was founded in 1659 and located in the residence of the Great Elector, at whose death it included 1,168 manuscripts and about 20,000 volumes. In 1735 the number of volumes was estimated at 72,000. In 1774 Frederick the Great began the present building, which was finished in 1780. At present the library contains over 800,000 volumes and over 15,000 manuscripts. Besides the Royal Library and the libraries of the university and other institutions, Berlin has about 100 popular libraries. The government has published the results of the examination of candidates for professorships of modern languages in the secondary schools from 1877 to 1881. The following table shows the number of candidates examined at each of the ten centres, and the numbers furnished by the two rival institutions, the Gymnasium and the Realschule : Centres. Konigsberg Beilin . Greifswald . Breslau . Halle . Gottingen . . Munster. ... Marburg . . . Bonn . Kiel. ........ Total . Number of candidates grad¬ uated from the — Total. Gymnasien. Bealschulen. 8 7 15 18 13 31 12 12 24 4 5 9 15 12 27 29 17 46 32 4 36 21 10 31 32 5 37 6 6 12 177 91 268 From this table it appears that two-thirds of the candidates had graduated from the Gymnasien before entering the university, while only one-third came from the Realschulen. The government has openly declared itself in favor of the Gymnasien and this induces a great many young men to enter these schools in order to be sure of a position after the completion of their university course, Secondary schools for girls. — The Prussian minister of public instruction has pub- EDUCATION IN FOREIGN COUNTRIES. CCYII lishcd Ills first report on secondary schools for girls. The report is not complete, a number of schools having failed to send in returns, but it shows that the government is beginning to pay more attention to these institutions than in former years. The following table gives the number of secondary schools for girls and the num¬ ber off teachers and pupils in the different provinces and government districts: Provinces and districts. Number of schools. Number of classes. Number of teachers. Number of pupils. Males. S rc3 a o PH Total. East Prussia : District of Konigsberg . 14 79 74 25 99 3, 084 District of Gumbinnen . . 4 38 30 17 47 1, 627 Total for the province . 18 117 104 42 146 4, 711 "West Prussia: District of Dantzig . 6 40 37 16 53 1, 542 District of Marienwerder . 11 78 71 23 94 3, 771 Total for the province . 17 118 1 108 39 147 5, 313 The city of Berlin . 5 78 83 — | 49 132 1,935 Brandenburg : District of Potsdam . 31 228 218 50 268 8, 227 District of Erankfort . 15 121 95 46 141 4, 155 Total for the province . 46 349 313 96 409 12, 382 Pomerania : District of Stettin . 9 44 44 26 70 1, 547 District of Koslin . 2 16 16 6 22 520 District of Stralsund . 2 25 29 8 37 963 Total for the province . 13 85 89 40 129 3, 030 Posen : District of Posen . 8 44 48 19 67 1, 484 District of Bromberg. . 5 34 29 17 46 332 Total for the province . 13 78 77 ! 30 | 113 | 1,816 Silesia : District of Breslau . . . 10 58 52 44 96 1,038 District of Liegnitz . 12 123 129 37 166 4, 360 District of Oppeln . 3 17 13 9 22 426 Total for the province . 25 198 194 90 ! 284 5, 824 Saxony : District of Magdeburg . 15 130 125 55 180 5, 367 District of Merseburg . 10 58 38 28 66 1,591 District of Erfurt . * . 8 92 86 34 120 3, 520 Total for the province . 33 2S0 249 117 | 366 10, 478 Schleswig-Holstein : District of Schleswig . . . 19 122 110 32 142 3, 961 Hanover : 1 District of Hanover . 7 64 69 21 90 2,572 District of Hildesheim . 9 59 49 22 71 1,685 District of Liineburg . 4 31 24 14 38 831 District of Stade . CCYIII REPORT OF THE COMMISSIONER OF EDUCATION. Provinces and districts. Number of schools. Number of classes. N umber of teachers. N umber of pupils. Males. Eemales. Total. Hanover — Continued. District of Osnabriick . 6 34 30 14 44 1, 227 District of Aurich . . . 6 31 21 17 38 684 Total for the province . 32 219 193 88 281 6, 999 "Westphalia: District of Minden . . . 6 17 14 8 22 462 District of Arnsberg . 28 123 105 52 157 3, 860 Total for the province . 34 140 119 ! 60 179 4, 322 Hesse-Nassau: District of Cassel . 12 79 77 23 100 2, 472 District of Wiesbaden . 8 75 70 19 89 3, 048 Total for the province . 20 154 147 j 42 189 5, 520 lihino Province : District of Coblentz . . 7 29 18 16 34 574 District of Diisseldorf . 42 189 162 106 268 4, 297 District of Cologne . 7 34 39 10 49 526 District of Treves . 1 1 1 1 14 District of Aix-la-Chapelle . 4 16 10 16 26 337 Total for the province . . 61 269 229 149 378 5, 748 Hohenzollem . . . . . . 1 . GENERAL ! SUMMARY. East Prussia . - . 18 117 104 42 146 4,711 West Prussia . 17 118 108 39 147 5, 313 City of Berlin . 5 78 83 49 132 1,935 Brandenburg . 46 349 313 96 409 12, 382 Pomerania . . 13 85 89 40 129 3, 030 Posen . . 13 78 77 36 113 1,816 Silesia . 25 198 194 90 284 5,824 Saxony . 33 280 249 117 366 10, 478 Schleswig-Holstein . 19 122 110 32 142 3, 961 Hanover . 32 219 193 88 281 6, 999 Westphalia . 34 140 119 60 179 4, 322 Hesse-Nassau . 20 154 147 42 189 5, 520 Bbine Province . 61 269 229 149 . 378 5, 748 Hohenzollem _ _ _ _ _ _ Total for Prussian . 338 2, 207 2, 015 880 2, 895 72, 039 Of these are — In cities . 321 2, 152 1, 966 871 2, 837 69, 577 In rural districts . 15 55 49 9 58 2,462 alf all the schools were reported, their number would he abput 400, and the number of pupils about 100,000. Expenditure for girls’ high schools. — The total expenditure for the schools reported in the foregoing list amounts to 3,812,851 marks (1 mark = 23.8 cents). This amount is covered by school fees amounting to 2,448,686 marks and by municipal and state grants amounting to 1,364,165 marks. EDUCATION IN FOREIGN COUNTRIES. CCIX One hundred and ten former teachers of secondary schools for girls receive a pen¬ sion amounting to about $218 each per annum. Courses of instruction. — As nearly all the girls’ high schools are municipal institu¬ tions, the courses of study are prepared to suit local -wants. The following is the course of study prepared by Dr. Erkelenz, director of the girls’ high school at Cologna in the province of the Rhine : Course of study of the girls’ high school at Cologne. Subjects. German: ■Reading, grammar, composition, &o Literature, poetry, &c . History . Geography . French . English . Natural sciences . Hygiene . Arithmetic, algebra, and geometry. . . Drawing . Penmanship . Singing . Needlework . Gymnastics . Pedagogy . History of art . Total . Lessons a week. First class (highest). Second class. Third class. Fourth class. Fifth class. Sixth class. Seventh class (lowest). 1 2 2 3 3 4 4 2 2 2 2 2 2 2 2 1 1 1 2 2 2 2 2 2 2 3 3 4 4 5 5 2 3 4 4 1 2 2 2 2 1 1 1 1 3 3 3 3 3 3 2 2 2 2 2 2 2 2 2 2 1 1 i 1 1 1 3 3 3 3 3 3 2 2 2 2 2 2 2 2 l 18 28 28 28 26 26 26 Note. — Religious instruction is given every morning before the regular school hours. For the sake of comparison, the course of instruction of the girls’ high school at Leipzig is added here : Subjects. 1 Religion . 2 | German . 3 French . 4 ! English . 5 History . 6 Geography . 7 i Natural sciences 8 Arithmetic . 9 j Penmanship . 0 Drawing . 11 Singing Gymnastics . Needlework . Total. Lessons a week. First class (highest). Second class. CO *3 H Fourth class. Fifth class. Sixth class. Seventh class. Eighth class. 03 03 'o £ £ Tenth class (lowest). 2 2 2 3 3 3 4 2 2 2 4 4 4 4 4 4 6 8 8 8 5 5 5 5 5 4 2 4 4 4 2 2 2 2 2 2 1 2 2 2 2 2 2 1 1 i 2 2 2 2 2 2 1 1 i 2 2 2 2 3 3 4 4 4 4 1 1 2 3 4 4 4 2 2 2 2 2 2 1 1 1 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 3 2 2 4 2 2 30 30 30 30 30 30 30 1 24 | 22 18 E — XIY ccx REPORT OF THE COMMISSIONER OF EDUCATION. h. Saxony, constitutional monarchy : 1 Area, 6,777 square miles; population, 2,970,220. Capital, Dres¬ den; population, 197,295. Minister of public instruction, Dr. von Gerber. t. Wurttemberg, constitutional monarchy : 1 Area, 7,675 square miles ; population. 1,970,132. Capital, Stuttgart; population, 107,273. Director of the education department, von Roemer. The director of the education department has decreed that corporal punishment in schools may he rendered more severe than heretofore and that pupils may he kept in school from 1 to 12 hours after the close of the regular session. Wurttemberg has one of the best industrial schools for girls in Germany. It is situ¬ ated at Reutlingen. It was opened a few years ago, with 6 pupils ; there are now more than 200. The school is assisted hy the town and the state. It has five divisions, viz, plain sewing, making dresses and clothes, machine sewing, embroidery, and making of fancy woollen goods. Great Britain and Ireland, constitutional monarchy: Area, 121,305 square miles; population, 35,246,633. a. England and Wales. Capital, London; population, 3,832,441. The following is the condition of elementary education, according to the report of the committee of council on education, signed by Lord Spencer and Mr. Mundella : Day schools. — In the year ending August 31, 1880, the inspectors visited 17,614 day schools in England and Wales to which annual grants were made, containing 25,601 departments under separate teachers and furnishing accommodation for 4,240,753 schol¬ ars, or about one-sixth of the estimated population. There were on the registers the names of 3,895,824 children, of whom 1,235,427 were under 7 years of age, 2,465,460 were between 7 and 13, 150,579 were between 13 and 14, and 44,358 were above 14. These figures show a considerable improvement upon the returns quoted in the last report. The accommodation has increased by 98,529 school places, or 2.38 per cent. ; the scholars on the registers, by 184,941, 4.98 per cent. ; and the average attendance, by 155,921, 6.01 per cent. The annual government grants to elementary day schools rose in the year from 1,981,720Z. to 2,130,009h Night schools. — The night schools examined during the year were 1,363 in number; 46,069 scholars above 12 years of age were, on an average, in attendance each night. Training colleges. — The 41 training colleges were attended in 1880 by 3, 112 students. The following table shows the rate of progress since the passage of the elementary education acts in 1870 and 1876 : England and Wales. Year ending August 31 - 1870. 1874. 1876. 1880. Estimated population . - 22, 090, 163 23, 648, 609 24, 244, 010 25, 480, 161 I. Schools in general. Number of schools inspected . 8, 281 13, 163 14, 368 17, 743 Number of departments : 1. Day . 12, 061 17, 646 20, 782 25, 601 2. Night . 2,504 1,432 1, 474 1, 363 Accommodation : 1. Day schools . 1, 878, 584 2, 861, 319 3, 426, 318 4, 240, 753 2. Night schools . 10, 507 14, 810 14, 051 Present at examination: 1. Day scholars . 1, 434, 766 2, 034, 007 2, 412, 211 3, 268, 147 2. Night scholars . 77, 918 36, 720 41, 133 40, 602 iFor latest educational statistics, see the Report of the Commissioner of Education for 1879. EDUCATION IN FOREIGN COUNTRIES. CCXI England and Wales — Continued. 1870. Zear ending 1874. August 31— 1876. 1880. I. Schools in general -^-Continued. Average attendance : 1. Day scholars . 1, 152, 389 1, 678, 759 1, 984, 573 2, 750, 916 2. Night scholars . 73, 375 48, 690 49, 858 46, 069 Number of teachers : Certificated . 12, 467 18, 714 23, 053 31, 422 Assistant . 1, 262 2, 489 3, 173 7, 652 Pupil . . . . 14, 304 27,031 32, 231 33, 733 Studying in training colleges . 2, 097 2, 982 3, 007 3, 112 II. Voluntary schools. Number of schools . 8, 281 11, 341 12, 677 14, 181 Number of departments . 12, 061 16, 357 18, 057 19, 809 Accommodation . 1, 878, 584 2, 626, 318 2, 870, 168 3, 158, 119 Average attendance . 1, 152, 389 1, 540, 466 1, 656, 502 1, 981, 664 HI. Board schools. Number of schools _ _ _ _ _ _ 826 1, 596 8, 433 Number of departments . 1, 299 2, 725 5, 792 Accommodation . . . . 245, 508 556, 150 1, 082, 634 Average attendance . 138, 293 328, 071 769, 252 School supply. — During tlie last nine years (1871 to middle of 1880) tlie population "between the ages of 3 and 15 is estimated to have increased by 756,699, or 12 per cent., while additional accommodation has been provided in efficient day schools for 2,228,074 pupils, being an increase of 110.7 per cent. School attendance. — In regard to school attendance the report says: “Two and a half millions of children between the ages of 7 and 13, as appears from the tables of the registrar general, might be found in elementary schools, and might be reason¬ ably expected to make the number of attendances required to earn a grant. * * * Much, it is plain, remains to be done to secure the regular attendance at school of a large number of children who ought to be, but are not, daily under instruction. * * * We are sorry to find on examining the school returns that the education of so many children of 10 years of age and upwards is discontinued as soon as, by passing the fourth standard, they are freed from the obligation to attend school, and become entitled to go to work. Out of 231,485 children presented in that standard in 1879, as many as 92,258 disappeared from our schools in 1880; while the 115,011 pupils in standard 5 of 1879 fell in the year to 52,625.” Drill. — It appears from the reports of the inspectors that military drill, which (as distinguished from the ordinary school drill practised in every good school) was in¬ troduced by the new code, is systematically taught with more or less satisfactory results to the boys attending 1,203 day schools. Cookery is taught in 276 schools. Savings banks have been established in 1,087 and school libraries in 2,092 schools. Out of 25,508 departments of schools in which -singing is taught, the instruction is given by ear in 21,718, or 85.14 per cent. Pensions. — The education, department has received during the school year 98 ap¬ plications on behalf of teachers in England and Wales. Since the practice of grant¬ ing pensions was resumed, in 1875, the department has dealt with 437 applications, and has awarded 16 pensions of 30Z., 99 of 25 1., and 151 of 20Z., and 41 gratuities to the amount of 1,7707. CCXII REPORT OF THE COMMISSIONER OF EDUCATION. Compulsory education. — Tlie act of 1880, passed just ten years after the principle of direct compulsion was first somewhat timidly introduced, completes the work, so far as legislation is concerned. By it direct compulsion is made universal, and the whole population now comes under the operation of compulsory by laws. Education in London. — The following is an abstract of the annual address on the board’s work, read by Sir Charles Reed, chairman of the school board for London, at the regular meeting, September 30, 1880 : The school board for London was constituted in the autumn of 1870, so that ten years have now elapsed; and the completion of the decade affords a suitable opportu¬ nity for a comparison between the state of elementary education in the metropolis- now and its condition at the time of the passing of the elementary education act. Tho population of the elementary school class, between the ages of 3 and 13, is at present 740,577, besides 65,640 children between the ages of 13 and 14, many of whom may be compelled to attend school under the act of 1876. In 1871 there was accommodation in all for 262,259 children, or 39.4 per cent, of the estimated population of school age. At midsummer last the denominational schools had provision for 269,469 children, or 8,000 more than in 1871, while we had provided for 225,236, giving a total accommo¬ dation for 494,705 out of a present child population of 740,577, or 66.8 per cent. Thus we have now seats for two out of every three children needing elementary education. The average attendance has risen in the voluntary schools from 173,406 at the end of 1871 to 180,706 at midsummer last, at which latter date our schools showed a daily average attendance of 192,995. This average daily attendance in the efficient ele¬ mentary schools of London of 373,701 children, as compared with the 174,301 at the end of 1871, has been attained through the exercise of our compulsory powers. Instruction in cookery is now given in 10 elementary schools under the control of the school board for London. The cookery lessons are all well attended. Both parents- and children continue to appreciate the cooking instruction. The cooked food has. sold well; 869 pupils finished a complete course during the term ending September, 1880. Science and art schools. — The numbers of persons who during 1879 attended the various schools of science and art, in connection with the science and art department, were as follows : In science, 59,519 attended science schools, as against 57,230 in 1878. The numbers of schools examined were 1,355, comprising 4,564 different classes, from which 34,111 students came up for examination. The numbers receiving instruction in art were 795,444, being an increase upon the previous year of 67,570. At the National Art Training School, South Kensington, the number of students was 824. The total number of schools of art in the United Kingdom was 146, and the number of students in these schools and other branch classes was 29,191. In elementary day schools- drawing was taught in 4,489 schools to 725,129 children, and 541,729 were examined in 1879. The total amount of grants in aid of instruction in drawing in elementary schools was 34, 057 Z. Women’s colleges and schools. — Examinations (higher, local, and degree) are provided for the purpose of testing the attainments of women over 18 years of age by the Uni¬ versities of Oxford, Cambridge, Durham, London (which admits women to all its de¬ grees), Edinburgh, St. Andrews, and Dublin. The following colleges are expressly intended for the education of women : Girton College, Cambridge, founded in 1873 mr Newnham Hall, Cambridge, founded in 1875; Alexandra College, Dublin; Queen’s- College, London, and Bedford College, London. Universities in the United Kingdom granting degrees. — (1) University of Oxford, first charter granted by Henry III ; number of colleges, 25 ; number of professors, 43 ; members of convocation, 5,212 ; undergraduates, 2,814 ; members on books, 9,986. (2) Uuiversity of Cambridge, founded in the twelfth century, though its first au¬ thentic charter dates from the time of Henry III ; number of colleges, 17 ; number of professors, 36 ; number of the senate, 6,066 ; undergraduates, 2,497 ; members on books, 10,593. (3) University of Durham, founded 1832. The number of professors, readers, and lecturers is 7 ; number of students, 204. (4) University of London, founded 1837. The University of London is of a thoroughly EDUCATION IN FOREIGN COUNTRIES. CCXIII cosmopolitan and unsectarian character, and grants degrees in art, medicine, law, and science to all candidates who can pass the requisite examinations. Certificates for degrees are received from all medical schools and all other universities and col¬ leges. There are 51 examiners and 12 assistant examiners. (5) Victoria University, founded 1879. The centre of this newly formed northern university is Owens College, Manchester, founded 1851 and incorporated 1871; but other colleges, such as Firth College, Sheffield, and the Yorkshire College of Science, at Leeds, also belong to the university. ((3) University of Edinburgh, founded 1582. Degrees are granted by this ancient university in the faculties of theology, law, medicine, and arts. The number of stu¬ dents was 3,172 in 1880. (7) University of Glasgow, founded in 1451. Degrees are granted in the faculties of theology, law, and medicine. The number of professors is 28, and the number of students, 2,292. (8) University of Aberdeen, incorporated in 1860, although the foundations of the colleges constituting the university are of ancient date. Degrees are granted in arts, divinity, and medicine. The number of students is 714. (9) University of St. Andrew’s, founded in 1411. There are two colleges comprised within the university, viz, the United College and St. Mary’s College. The senatus .academicus consists of 15 professors. The number of the general council is 1,568, and of students 167 in the faculty of arts and 30 in that of divinity. Degrees are granted in arts, medicine, and divinity. (10) University of Dublin, founded in 1591. Trinity College, Dublin, is the repre¬ sentative of this university, which grants degrees in the faculties of divinity, arts, law, medicine, and engineering. The constitution of Trinity College is represented by a provost, 7 senior fellows, 24 junior fellows, 70 scholars, 10 non-foundation scholars, and 30 sizars. The university senate consists of 418 masters and doctors. There are over 30 professors, and the number of students is 1,730. (11) The Royal University of Ireland, founded in 1880. The charter gives power to examine for, and after examination to confer, all such degrees as can be conferred in or by any other university in the United Kingdom, degrees or other distinctions in theology excepted. Degrees are open to women as well as to men. Within two years after the date of charter of this university the Queen’s University in Ireland is to be dissolved, its property being transferred to the Royal University. (12) The Queen’s University in Ireland, founded in 1850, consists of the three Queen’s Colleges at Belfast, Cork, and Galway, and grants degrees to members of these colleges. Queen’s College, Belfast, has 18 professors and 500 students ; Galway, 6 pro¬ fessors and 167 students ; and Cork, 17 professors and 285 students. (13) Catholic University, Dublin, founded in 1854, includes faculties of medicine, law, theology, philosophy, letters, and science. Colleges not authorized to grant degrees. — Of this class there are in the United King¬ dom 7 general colleges, 125 theological colleges, belonging to 20 different denomina¬ tions, and a large number of medical, military, and higher technical schools. b. Scotland: Population, 3,661,292. Capital, Edinburgh ; population, 215,146. Following is an abstract of the report of the committee of council on education in Scotland for the year 1880 : Elementary schools. — In the year ending September, 1880, the inspectors visited 3,056 day schools to which annual grants were made, containing 3,377 departments under separate teachers and furnishing accommodation for 602,054 pupils, or about one-sixth of the estimated population. There were on the registers of these schools the names of 534,428 children, of whom 113,213 were under 7 years of age, 380,928 were between 7 and 13, 25,419 were between 13 and 14, and 14,868 were above 14. Of these pupils, 470,581 were present on the day of examination, while 404,618 were, on an average, in daily attendance throughout the year. CGXIY REPORT OF THE COMMISSIONER OF EDUCATION The following table shows the rate of progress in the period which has elapsed since the passing of the act of 1872 : Tears. 1872. 1878. 1879. 1880. Estimated population . 3, 495, 214 3, 593, 929 3, 628, 065 3, 661, 292 Number of schools inspected . 1,979 3, 011 3,019 3, 064 Departments : Day . 2, 133 3, 290 3, 313 3, 37T Night . 68 251 271 27T Accommodation : Day schools . 281, 688 563, 481 585, 629 602, 054 Night schools . . . 3, 257 2, 724 1, 361 Present at inspection : Day scholars . 225, 300 439, 021 447, 801 470, 581 Night scholars . 2, 641 12, 911 13, 743 14, 809- Average attendance : Day scholars . 213, 549 377, 257 385, 109 404, 618 Night scholars . 3, 653 13, 123 13, 799 14, 297 Number of teachers: Certificated . 2, 566 4, 953 5, 148 5, 330 Assistant . . . . 288 357 444 Pupil . 3, 642 4, 883 4, 648 4, 5S2- Studying at training colleges . 729 1, 039 970 892 c. Ireland: Population, 5,317,416. Capital, Dublin; population, 314,666. The number of primary schools is on the increase, there being 7,590 schools in ope¬ ration in 1380, showing an increase of 68 schools over the previous year. The pupils- on the rolls of these schools numbered 1,083,020; the daily average attendance was- 468,557. The average attendance for 1880 exceeded that for 1879 by 33,503 pupils. The total number of schools showing a mixed attendance of Roman Catholics and Protestants and solely under Protestant teachers was 1,273, attended by 153,051 pupils;. 2,804 schools, with a mixed attendance of 401,688 pupils, were solely in charge of Roman Catholic teachers ; and 98 schools, with a mixed attendance of 22,503 pupils, were in charge conjointly of Protestant and Roman Catholic teachers. Of 3,331 schools showing an unmixed attendance, 552 were in charge of Protestant teachers- and 2,779 were in charge of Roman Catholics. Greece, constitutional monarchy: Area, 19,941 square miles; population, 1,679,775. ' Capital, Athens r population, 68,677. Following is a brief abstract of L’instruction publique chez les Grecs, par G. Chas- siotis, Paris, 1881 : The total number of public elementary schools in Greece was 1,172 in 1878-79. Of this number, 1,035 were for boys and 137 for girls. The total number of teachers was 1,292, viz, 1,117 males and 175 females, and the total number of pupils 79,448, viz, 67,108 boys and 12,340 girls. The total expenditure for these schools was $322,400. The total number of private elementary schools was 276, viz, 164 for boys and 112 for girls. The number of teachers was 295, and the number of pupils 11,092, viz, 6,740 boys and 4,352 girls. Besides the public and private elementary schools, there are 110 lower elementary schools, with 110 teachers and 3,500 pupils; 6 industrial schools (3 for boys and 3 for girls), with 23 teachers and 510 pupils; and 11 adult schools, with 36 teachers and 1,000 pupils. For secondary education there were, in 1878-79, 167 Hellenic schools, with 358 teachers and 8,728 pupils; 22 gymnasia, with 162 teachers and 3,214 pupils; 11 non- EDUCATION IN FOREIGN COUNTRIES. CCXV classical secondary schools, with 29 teachers and 269 pupils ; and 30 private secondary schools (22 for boys and 8 for girls), with 1,310 pupils, viz, 850 boys and 460 girls. For superior education Greece has a university (at Athens), with 54 professors and 1,352 students, and a polytechnic school, with 23 professors and 582 students. Italy, constitutional monarchy: Area, 114,296 square miles; population, 28,209,620. Capital, Homo; population, 233,663. Minister of public instruction, E. De Sanctis. The comprehensive scheme, submitted in 1879 by the minister of public instruction, of founding schools for girls of the same order as the lyceums for boys has fallen to the ground for the present, owing partly to want of funds in the impoverished con¬ dition of many of the municipalities, and still more to the lack of a sufficient number of pupils. It is probable that the project was premature, the ordinary school education not being as yet sufficiently spread to create the want for more advanced study. Italy has the very best intentions, but limited means. In the mean time the Pope is rapidly increasing the Catholic schools with the millions sent from all parts of the world. Fifty papal schools have been founded within one year in the city of Rome. The Italian Liberal Education Society has established a social science school at Florence, whose object it is to prepare young men for the diplomatic service and for other higher positions in the state administration. The school is liberally supported by donations from wealthy citizens. One of the graduates of the school has gained the first place in the diplomatic examination at Rome. The following statement of the condition of education in Italy is based on recent official and other authentic sources : Introductory remarks. — Numerous contradictory newspaper reports have been pub¬ lished from time to time concerning the true condition of education in the kingdom of Italy. Some writers have gone so far as to assert that Italy has not only made no progress in education since the establishment of the Italian union, but that the schools formerly prospering under the several smaller governments of the peninsula have either been closed or are in a lamentable condition. Official reports have been pub¬ lished from time to time, but they failed to give a comparative view of educational affairs. This omission has at last been supplied. The Bureau has received an elabo¬ rate and concise report prepared by the Direzione della statistica generale del regno, and entitled “Statistica della istruzione elementare pubblica e privata in Italia, Roma, 1881.” A brief statement concerning Italy in general, and her school legislation in partic¬ ular, will not be out of place here, and will serve as an introduction to the abstract of the above-named statistical report. Italy has long been the cradle of the fine arts, and she possessed universities long before the other countries of Europe. The University of Bologna was founded in 1119, and that of Modena in 1160. Florence and Rome are celebrated for their galleries of sculptures and paintings. Florence is the native city of Dante, Giotto, Macchiavelli, Amerigo Vespucci (after whom America was named), Michael Angelo, and Cellini. The present constitution of Italy is an expansion of the Statuto fondamentale del regno, granted on March 4, 1848, by King Charles Albert to his Sardinian subjects. According to this charter the executive power of the state belongs to the King and is exercised by him through responsible ministers, while the legislative authority rests in the King and Parliament, the latter consisting of two chambers, an upper one, the senate, and a lower one, called the chamber of deputies. The educational affairs of the kingdom are under the control of the minister of public instruction. The Catholic religion is the religion of the state. The Roman Catholic church is, nominally, the ruling state religion ; but many acts of the legislature, passed since the establishment of the kingdom, have subordinated the power of the church and clergy entirely to the authority of the civil government and secured perfect religious freedom to the adherents of all creeds without exception. About thirty million dol¬ lars are voted annually by Parliament for educational purposes. CCXVI REPORT OF THE COMMISSIONER OF EDUCATION. Tlie law of November 13, 1839, is still to-day the fundamental law of public in¬ struction, although some amendments have been made from time to time. In 1877 (July 17) a law was passed making primary education obligatory for all children between the ages of 6 and 10. Each commune is compelled to establish public primary schools. Instruction is gratuitous in nearly all the public schools. Religious instruc¬ tion is optional. This provision has induced the Pope to compel the priests to estab¬ lish separate church schools in every parish. He himself has established 50 church schools in Rome within one year. The salaries of Italian teachers are very low. They range between $110 and $260 a year. Female teachers receive about two-thirds as much as male teachers. In 1876 the average salary for male and female teachers was $120. Several of the rapidly succeeding ministers of public instruction (there have been thirty-eight ministers since November 30, 1847) have promised a reform in this respect, but nothing has been done yet. The Italian finances are in a lamentable condition, and, even with the large amounts of money derived from the sale of convents and other church property, the public treasury seems to remain empty. A large standing army absorbs the best part of the public moneys, and as long as this has to be continued it will be difficult to obtain money for schools and teachers. The educational expenditure per capita of the population amounts to 11 cents, while the military expenditure amounts to $1.56 per capita. The budget of the ministry of public instruction for the year 1881 amounts to 27,927,212 lire (1 lira — 19.3 cents). Of this amount, the minister and his staff get 592,426 lire, the school inspectors 110,000 lire, the 17 royal universities 7,421,681 lire, the royal libraries 553,362 lire, the scientific academies 654,497 lire, the schools of music 268,454 lire, the art galleries 727,608 lire, the classical secondary schools 3,829,393 lire, the technical schools 3,076,702 lire, the primary schools only 2,690,892 lire, the normal schools 1,017,780 lire, the female high schools 72,225 lire, and the rest is absorbed by miscellaneous items. From the foregoing it appears that primary education seems to be considered of subordinate value, and that more liberal provisions are made for the universities, the schools of music, the secondary and technical schools, and the art galleries. It is evident that the small amount of 2,690,892 lire is not sufficient to provide a suitable primary education for a school population of nearly 5,000,000. Statistics. — Illiteracy in Italy in 1861 and 1871, according to the official censuses, is shown in the following tables : Table A, showing the number of illiterates in 1861. Age. Census of 18G1. Population, a Illiterates. Males. Females. Total. Males. Females. Total. Under 5 years . 1, 494, 564 1, 465, 127 2, 959, 691 1, 486, 842 1, 459, 145 2, 945, 987 From 5 to 12 years . 1, 638, 787 1,589,450 3, 228, 237 1, 296, 214 1, 358, 022 2, 654, 236 From 12 to 19 years . 1, 397, 924 1, 458, 209 2, 856, 133 938, 137 1, 102, 710 2, 040, 847 Five years and more . 9, 402, 672 9,414,971 18, 817, 643 6, 402, 396 7, 651, 318 14, 053, 714 Twelve years and more . 7, 763, 885 7, 825, 521 15, 589, 406 5, 106, 182 6, 293, 296 11, 399, 478 Nineteen years and more .... 6, 365, 981 6, 367, 311 12, 733, 292 4, 168, 045 5, 190, 586 9, 358, 631 V arious ages . 10, 897, 236 10, 880, 098 23,777, 334 7, 889, 238 9, 110, 463 16, 999. 701 a Exclusive of the present province of Eome and of Venice. EDUCATION IN FOREIGN COUNTRIES, CCXVII Table B , showing the number of illiterates in 1871. Age. Census of 1871. Population, a Illiterates. Males. Pemales. Total. Males. Pemales. Total. Under 5 years . 1,570, 775 1, 525, 674 3, 096, 449 1, 566, 153 1, 521, 865 3, 088, 018 Prom 5 to 12 years . 2, 020, 865 1, 955, 677 3, 976, 542 1,540,455 1, 590, 630 3, 131, 085 Prom 12 to 19 years . 1, 801, 842 1, 821, 206 3, 623, 048 1, 071, 589 1, 238, 678 2, 310, 267 Pive years and more . 11, 901, 438 11, 803, 218 23, 704, 656 7, 465, 683 9, 000, 091 16, 465, 774 Twelve years and more . 9, 880, 573 9, 847, 541 19, 728, 114 5, 925, 228 7, 409, 461 13, 334, 689 Nineteen years and more .... 8, 078, 731 8, 026, 335 16, 105, 066 4, 853, 639 6, 170, 783 11, 024, 422 Various ages . 13, 472, 213 13, 328, 892 26, 801, 154 9, 031, 836 10, 521, 956 19, 553, 792 a Population of the whole kingdom after the annexation of the papal states. Proportion of illiteracy in 1861 and 1871. % Age. Census of 1861. Census of 1871. Number of illiterates for every 100 inhabitants. Number of illiterates for every 100 inhabitants. Males. Pemales. Both sexes. Males. Females. Both sexes. Prom 5 to 12 years . 79 85 82 76 81 79 Prom 12 to 19 years . 67 76 71 59 68 64 Nineteen years and more .... 65 81 73 60 77 68 Various ages . 72 84 78 67 79 73 Illiterate conscripts. — The following table shows the percentage of illiteracy among each 100 conscripts born between 1845 and 1858 : Born in the year — Accord the e: tion- A a © o "© &£) O PQ Ling to Eamina- £ b£ . II 0 & .© a o On leaving the army. 1845 . . . 66 40 ] | Period during which 1846 . 68 62 40 > education was op- 1847 . 69 61 35 J 1 tional. 1848 . 66 58 15 1849 . 65 57 9 1850 . 64 54 7 1851 . 61 53 7 1852 . 60 53 7 Period during which 1853 . 57 54 7 > education was ob* 1854 . 57 52 6 ligatory. 1855 . 55 54 7 1856 . 55 53 7 1857 . 54 53 7 53 1 CCXVIII REPORT OF THE COMMISSIONER OF EDUCATION. The following table shows the number of persons unable to sign the marriage con¬ tract : Tears. Of every 100 persons married were unable to sign the marriage contract — Both sexes. Males. | Females. 1866a . - _ 69. 46 59. 96 78. 97 1867 a . 69. 51 59. 93 79. 09 1868 a . 68. 67 58. 91 78. 43 1869 a . 70. 24 61. 01 79. 46 1870 a . 68. 01 58. 54 77. 48 1871 a . 67. 23 57. 73 76. 73 1872 . . . 65. 75 56. 22 75. 28 1873 . 66. 22 56. 56 75.88 1874 . . . 64. 43 54. 48 74. 37 1875 . 64. 54 54. 32 74. 76 1876 . 62. 65 52,35 72. 95 1877 . 62. 23 51. 78 72. 69 1878 . 59. 28 48. 49 70. 07 1879 . . 59. 16 48. 07 70. 24 a Exclusive of the province of Rome. Increase in the number of pupils. — The following table shows the increase in the number of pupils in elementary schools since 1861 : 1861- ’62 a 1862- ’63 a 1863- ’64a 1865- ’66 a 1866- 67 b 1867- 68& 1869- 70 b 1870- 71 c 1871- 72 c 1872- 73 c 1873- 74 c 1874- 75 c 1875- 76 c 1877- 78 c 1878- 79 o Number of pupils. School year. Total. Males. 1, 008, 674 1, 109, 224 1, 174, 743 1, 213, 870 1, 409, 407 579, 550 626, 589 654, 568 686, 298 824, 676 1, 484, 532 1, 573, 359 1, 604, 978 1, 722, 947 1, 797, 796 1, 841, 980 1, 895, 754 1, 931, 617 2, 002, 709 869, 477 890, 208 908, 622 960, 487 993, 320 1, 009, 157 1, 038, 695 1, 054, 469 1, 079, 927 2, 057, 977 1, 112, 270 Eemales. 429, 124 482, 635 520, 175 527, 572 584, 731 615,055- 683, 151 696, 358 762, 460 804, 476 832, 823 857, 059 877, 148 922, 782 945, 707 a Without Venice and Rome. b Inclusive of Venice and without Romo, c The whole kingdom. EDUCATION IN FOREIGN COUNTRIES, CCXIX Proportion of pupils to the population. School year. Number of every 100 inhabitants attending school. Number of every 100 children be¬ tween the ages of 6 and 12 attend¬ ing school. 1861 ’62 . 4. 63 36. 85 1862-’63 . 5. 09 40. 52 1863-’64 . 5.39 42. 92 1865-’66 . 5. 57 44. 35 1866-’67 . 5. 43 43. 01 1867-’68 . - . 5. 72 45. 30 1869 ’70 . 6. 06 48. 02 ' 1870-71 . . 5. 98 47. 58 1871-72 . . . . . 6.43 1 51. 08 1872-73 . 6. 71 53. 30 1873-74 . 6. 87 54. 61 1874-75 . 7. 07 56. 21 1875-76 . . . 7. 21 57.27 1877-78 . 7. 47 59. 36: 1878-79 . 7. 68 61. 01 The following table shows the number of different grades of public and private day schools and the number of teachers and pupils of these schools from 1881-62 to 1873-'79: School years. Infant schools. © 05 © © Elementary day schools. Public. Number of pu¬ pils. Private. C 05 © © r© a £ Number of pupils. 1861 1862-’' 1863- 1864- ’ 1865- ’' 1866- ’ 1867- ’ 1868- ’ 1869- ’ 1870- ’ 1871- ’ 1872- ’ 1873- ’ 1874- ’ 1875- 1376-’ 1877- ' 1878- ' 62 a. 63 a 64a. 65 a . 66 a , 675 68 5 69 5 705 71c 72 c 73 c 74 c 75 c 76 c ’77 c ’78 c '79 c 682 909 130, 801 1, 287 . 147, 978 1, 543 3, 729 175, 518 1, 566 3, 752 1S3, 809 527, 729 574, 421 597, 202 357, 423 408, 915 440, 627 7,137 7,123 082 741 6,805, 9,254 51, 821 71, 701 52,168 73,720' 57,366 79,548- 019 430 37, 630, 230 766, 117 806, 349 468, 491 515, 320 543, 717 5,435| 6,371 825, 249 843, 734 881, 371 913, 073 602, 910 614, 850 664, 419 708, 846 931, 911j 725,877 949,939! 743,861 967,317! 755,352 6.414 7,571 56, 068, 59, 081’ 58, 559! 69, 411 63, 128 71, 338- 1, 006, 418! 824, 331 1,048,801 853,479 7,075 8,159 6,876 7,684 8, 157 9, 114 7,392 8,968 7,637’ 9,198 8,952i 9,764 9, 156 9, 462 64, 959 64, 888 80, 211 81, 506- 79, 116 98, 041 80, 247; 95, 630 77,240: 106,946 88, 756 ! 113,198 87,152, 121,796 l 7,906! 7,906 7, 422| 7, 422j 73, 509| 98, 451 63, 469| 92, 228- a Without Venice and the province of Rome. cThe whole kin: & Without the province of Rome. r-dom. •CCXX REPORT OF THE COMMISSIONER OF EDUCATION. Adult schools. — The following table shows the number of adult schools in 1877-’78 and in 1878-’79 : School years. 1877-78. 1878-79. IV eek day adult schools : Number. . . . . . . . . 10, 577 10, 577 11, 633 11,633 Number of teachers . . . _ . . Number of pupils : Males _ _ _ _ _ .. 421, 046 11, 755 439, 624 16, 063 "Females . . . . . . Sunday adult schools : Number . . . . 5, 792 5,792 6, 571 6, 571 Number of teachers . . . . . Number of pupils : Males . . 20, 321 175, 310 21, 194 191, 245 Females . . . . . The following table shows the number of female boarding schools (convitti fem- aninili) : School years. 1877-78. 1878-79. 848 4, 328 52, 925 Number of schools . . . . . . . . . 817 4, 049 49, 551 Number of teachers . Number of pupils . _ . _ _ . . . Malta, British colony: Area, 115 square miles; population, 119,084. Capital, Valetta; population 90,000. The following is an abstract of an official report published in 1880 : In 1838 only three elementary schools were supported by the government, one at Valetta, one at Senglea, and one at Gozo. There were 728 children at the schools of Valetta and Senglea, and at Gozo the attendance was reported to be inconsiderable. The total amount spent at that time upon elementary education was 4007. a year. In 1844 there were 24 government primary schools in Malta and 4 in Gozo, besides anight school for adults in Zabbar and an industrial school for poor orphans in Florian, 30 schools in all. In 1880 the government institutions consisted of 1 university, with 188 students ; 2 lyceums, with 474 pupils ; 1 secondary school for girls, with 137 pupils ; 1 secondary school for boys at Gozo, with 40 pupils ; 63 primary schools in Malta, with 7,006 pupils (3,347 boys and 3,659 girls), and 16 primary schools in Gozo, with 740 pu¬ pils (356 boys and 384 girls) — total, 84 institutions, with 8,565 pupils, 4,385 boys and 4,180 girls. Besides the educational establishments of the government, there are in Malta and Gozo 125 private schools or seminaries, attended by about 2,710 pupils. These private institutions comprise the archbishop’s ecclesiastical seminary; the bishop’s seminary at Gozo; the Jesuit seminary at St. Julian; a few intermediate schools at Valetta; three boarding and day schools under the Sisters of Charity, the Sisters of St. Joseph, and the Sisters of the Good Shepherd, respectively ; a large primary school under the Au- gustinian Fathers in Valetta; and about 100 “ adventure” schools, with an average attendance of 18 pupils each. The course of instruction in the public elementary schools for boys includes reading EDUCATION IN FOREIGN COUNTRIES. CCXXI in Maltese, Italian, and English, writing, arithmetic, catechism and sacred history, geography, elements of practical geometry, elements of botany, vocal music, and gym¬ nastics. In the girls’ schools the course embraces reading in Maltese, Italian, and English, writing, arithmetic, catechism and sacred history, geography, needlework, and vocal music. The total number of teachers and assistants in public primary schools is 246. Netherlands, constitutional monarchy: Area, 20,527 square miles; population, 4,037,010. Capital, The Hague ; population, 114,936. Minister of the interior, W. Six. The Verslag van den staat der hooge-, middelbare en lagere scholen in het Koning- rijk der Nederlanden over 1879-1880 gives the following account of the condition of education in the Netherlands in 1879-’80 : Universities. — Important changes in the management of the universities have not taken place during the year. Among the three state universities Leyden leads in the number of students, with 485 ; Utrecht follows, with 403 ; and Groningen comes last, with 202. In the newly created University of Amsterdam, which is a provincial and, municipal institution receiving a limited state subsidy, the number of students was 57 T in 1879-80, or 92 more than the highest number of students in a state university. Table showing the number of students in each faculty in 1879. Faculties of — Universities. Protestant the¬ ology. Law. Medicine. Natural sciences. Philosophy and philology. "3 © H Universities entirely supported by the state : Loyd p/n _ _ _ _ _ _ _ 29 224 158 35 39 485- Utrecht . 180 87 89 37 10 40£ Groningen . 25 55 80 22 20 202 Total . 234 366 327 94 69 1,090 Provincial and municipal university : Amsterdam . 22 45 343 90 77 577' Grand total . 256 411 670 184 136 1, 66T Since the above statistics were published the number of students has increased considerably, as will be seen from the following table : Statistics of Butch universities in 1880-’81. Total. CCXXII REPORT OF THE COMMISSIONER OF EDUCATION. From tlie foregoing table it appears that the faculties of law and medicine draw the largest number of pupils in the Netherlands, while in nearly all the other countries of Europe the faculties of philosophy and natural sciences have the largest attendance. In the Netherlands there is a great demand for physicians and lawyers for the numer¬ ous colonial possessions of that country, and this induces many young men to choose these professions in preference to others which are overcrowded. Schools of theology. — The total number of special schools of theology is 13, of which 5 are Protestant, 6 Roman Catholic, 1 Old Catholic, and 1 Israelitish. The number of students is not given. Secondary schools. — Under this heading the Hollanders class the gymnasia, the progymnasia, the burgher schools, the higher burgher schools, the higher industrial schools, the secondary schools for girls, the agricultural schools, the polytechnic school, the naval schools, the deaf-mute schools, the school of midwifery, and the school of veterinary surgery. Gymnasia and progymnasia. — The number of gymnasia is 24, and that of progymnasia 5. These 29 institutions had 308 teachers and 1,676 pupils in 1879-80. About one- half of the expenditure of these schools is derived from state subsidies and the other half from tuition fees. Burgher schools. — The number of these schools is 36, the majority or which have been established since 1864. Nearly all these schools are gratuitous evening schools for young men engaged during the day. In December, 1879, these schools had 4,380 pupils against 4,313 in December, 1878. Of the 4,380 pupils in 1879, 4,078 had already ■selected a trade. Higher hurglier schools. — In December, 1879, the total number of higher burgher ■schools was 55, of which 18 belonged to the state and 37 to the municipalities. Of these 55 institutions, 33 had a course of live or six years, 3 of four years, and 19 of three years. The tuition fees range between $15 and $30 a year. The total number 'Of pupils of these schools was 4,140 and the number of professors 614. Secondary schools for girls. — The existing secondary schools for girls have all been -established since 1867. They are all communal institutions receiving subsidies from the state and the provinces. The total number of these schools is 11. Their course ■of instruction extends over five years, and the tuition fees range between $25 and $30 a year. The number of pupils was 852 in December, 1879, against 769 in the previous year. The subjects of instruction are religion, mathematics, arithmetic, natural sciences, chemistry, botany, zoology, science of government, geography, history, Dutch, German, French, English, book-keeping, drawing, aesthetics, needlework, and psychology. Schools of agriculture. — For agricultural education Holland has a state school of -agriculture, at Wageningen, with 67 students, a private school of horticulture, at Watergraafsmeer, with 22 students, and several other institutions- established by agricultural and horticultural societies. The polytechnic school. — The polytechnic school had 314 pupils in 1879-’80, of whom 9 were females. Naval schools. — A naval power like Holland has naturally a number of good naval schools for the training of officers and seamen. In 1879-’80 the number of these schools was 11, with 27 professors and 441 students. Five of these schools belong to the state and 6 to municipalities receiving state aid. Deaf-mute and blind schools. — The deaf-mute schools are situated at Groningen (es¬ tablished in 1790), with 195 inmates; Rotterdam, with 115 inmates; and Gestel, with 138 inmates. For the education of the blind there is an institution at Amsterdam, with 65 inmates. Elementary schools. — The total number of elementary schools was 3,852 in 1879-?80, .against 3,826 in the preceding year. Of the 3,852 schools in 1879-,80, 2,750 were pub¬ lic, 114 private receiving subsidies, and 988 private receiving no subsidies. The pri¬ vate schools were under the control of the various religious denominations which do not approve of the unsectarian public schools established by law of August 17, 1878. EDUCATION IN FOREIGN COUNTRIES. CCXXIII Tlie total number of teachers employed in public and private elementary schools •was 13,293 in 1879-’80, viz, 10,397 males and 2,901 females. As the total number of pupils of elementary schools is 540,995, there are 41 pupils for every teacher. Of the 540,995 pupils, 286,369 are boys and 254,626 girls. The total population in De¬ cember, 1879, was 4,037,010, viz, 2,000,902 males and 2,036,108 females. The esti¬ mated number of children of school age (6-12) in the same year was 517,654, viz, 259,201 boys and 258,453 girls. From these figures it appears that a considerable number of children in the elementary schools are under six or over twelve years of age. The official report estimates that 79,941 children of school-age — 32,005 boys and 47,936 girls — did not attend school in December, 1879. One-half of the pupils in the elementary schools (268,386) received gratuitous instruction, viz, 230,750 in the public schools and 37,636 in the private schools. Cost of education. — The following table shows the total expenditure for education in 1879-80 : Expenditure for — Contributed by the — Total. State. Provinces. Communes. Universities . Higher secondary schools . Lower secondary schools . School of veterinary surgery _ _ Florins.1 1, 175, Oil. 33 103,279.64 1, 005, 604. 83 96, 813. 72 11, 886. 16 1, 228, 357. 30 Florins. 10, 000. 00 30, 401. 50 Florins. 259, 170. 06 431, 678. 56 1, 089, 375. 38 Florins. 1, 444, 181. 39 534, 958. 20 2, 125, 381. 71 96, 813. 72 11, 886. 16 8, 467, 021. 38 School of midwifery . Elementary schools . Total . . 334, 959. 03 6, 903, 705. 14 3, 620, 952. 90 375, 360. 53 8, 683, 929. 15 12, 680, 242. 58 1 Florin = 40.2 cents. The total amount derived from tuition fees amounted to 1,819,343 florins in 1879-’80, viz: in the universities, 257,011 florins; in the elementary schools, 1,079,862 florins; and the rest in secondary and special schools. Normal schools. — There are in the Netherlands two kinds of normal schools, viz: normal schools of the first order and normal schools of the second order. The former train teachers for the cities and the latter for rural districts. The course of instruc¬ tion includes the Dutch language, history, geography, arithmetic, elementary geom¬ etry, natural sciences, horticulture, singing, pedagogy, drawing, gymnastics, German, French, hygiene, physiology, anatomy, and needlework for girls. In 1879-?80 there were five state institutions for the training of teachers, viz : ’s Hertogenbosch, with 146 students ; Haarlem, with 107 students ; Groningen, with 115 students; Middelburg, with 80 students; Deventer, with 80 students; and Nij¬ megen, with 20 students; total, 548 students. These five schools cost the state 328,262 florins in 1879. Besides the state normal schools, there are provincial normal courses, which were attended by 2,384 male and 733 female students in 1879-80. The total number of students preparing for the profession of teacher was, therefore, 3,665 in 1879-’80. Prison schools. — In 1879-’80 instruction was given in 39 prisons to 20,131 inmates, nearly all of whom were between the ages of 20 and 40. At the end of the course all except 686 inmates were able to read and write. Libraries are connected with all the prisons. In 1879-’80, 15,990 volumes were issued to 12,064 readers. Creches and infant schools. — The total number of cr&clies and infant schools was 771 in 1879-’80, viz: 102 public and 669 private. The public institutions had 18,964 children (9,637 boys and 9,327 girls) and the private institutions 66,340 (30,469 boys and 35,880 girls), which gives a total of 85,304, against 83,718 in the previous year. The CCXXIY REPORT OF THE COMMISSIONER OF EDUCATION. total number of teachers was 2,503, viz : 506 in public and 1,997 in private institu¬ tions. Miscellaneous educational items. — The Dutch association for the promotion of unsec¬ tarian education counts at present 413 local committees. The collections in 1879 in aid of existing schools amounted to about $20,000. The first chamber of the states general has granted the amount of money required by the government for the execution of the elementary education act of August 17,. 1878. This law has been the cause of violent discussions. The question was whether the public schools should retain the unsectarian character which they have had since 1857, or whether they should be changed to denominational schools. The provision of the old law that the public school, though unsectarian, shall at the same time train the pupils to the practice of every social and Christian virtue is retained in the new law. The educational budget for 1881 amounts to nearly $2,200,000. It is calculated that among the strictly rural population of the kingdom one-fourtk of the grown-up men and one-third of the women can neither read nor write. Nearly all the elementary schools in some agricultural districts are deserted every year as soon as the work in the fields begins. Efforts have been made to retain the children until the end of the school year by arranging school festivals for them, but the out door work seems to suit them better than the school routine. The only rem¬ edy for this evil is a compulsory school law. Portugal, constitutional monarchy : Area, 36, 510 square miles ; population, 4,745,124. Capital, Lisbon ^ population, 233,389. The university of Coimbra has at present five faculties, viz : theology, with 11 pro¬ fessors; law, with 21 professors; medicine, with 18 professors ; mathematics, with 11 professors; philosophy, with 11 professors ; total, 72 professors. The total number of students is 766, viz: 41 in theology, 364 in law, 51 in medicine, 116 in mathematics, 194 in philosophy. The government proposes to submit to the chambers a bill to exclude Jesuits from all grades of schools. The Jesuits possess at present a large number of higher institu¬ tions of learning, chiefly boarding schools. Russia, absolute monarchy :1 Area, 8,444,766 square miles; population, 85,685,945. Capital, St. Peters¬ burg ; population, 667, 926. Acting minister of public instruction, Saburoff. Miscellaneous educational items. — The number of students of Russian military schools is 11,300, of whom 8,800 are boarders. The expenditure of these schools amounts to $4,000,000 a year. The minister of public instruction has decreed that no university under his juris¬ diction shall henceforth admit a student who is married and that students who get married after matriculation shall be expelled. The Neue Freie Presse, of Vienna, extracts from a Russian journal, called the Ele¬ mentary School Teacher, some interesting statistics of elementary education in Russia. It appears that of all children in St. Petersburg who are of fit age for school only 41 per cent, are actually being taught. There are 30,000 children in St. Petersburg who go to no school whatever. The government of St. Petersburg — that is, the district of which St. Petersburg is the centre — is still worse off. Not quite 25 per cent, of the children go to school. In the Moscow government the percentage is only 15, while in the city of Moscow itself it falls as low as 12. In the Tambow government the figures are 7-J- per cent. ; in that of Poltowa, 7 per cent., and the same in that of Samana. In only a few governments is the percentage apparently higher. In Bessarabia 40 per cent, of the children go to school ; in Kazan, 30 per cent. ; in Penza, 28 per cent. 1 For tbe latest educational statistics, see tbe Reports of tbe Commissioner of Education for 1878 and 1879. EDUCATION IN FOREIGN COUNTRIES. CCXXY Spain, constitutional monarchy d Area, 182,758 square miles; population, 16,625,860. Capital, Madrid; population, 397,690. Tlie metric system of weights and measures will be obligatory in Spain from July 1, 1881. The school authorities have therefore requested all the teachers of the country to double their zeal in familiarizing their pupils with this system at once. Very little progress appears in the education of the masses. Sweden, constitutional monarchy: Area, 170,979 square miles; population, 4,578,901. Capital, Stock¬ holm; population, 173,433. Sweden has 613,424 pupils in 8,706 schools, or 79 pupils for each school. The lower chamber has requested the government to abolish Latin as an obligatory branch of instruction in all the secondary schools. Eighty-five members voted for the change and thirty-eight against it. The government has not yet complied with the request of the chamber. The fourth meeting of the Northern Teachers’ Association was held at Stockholm in August, 1880. About 5,000 educators were present. The King himself attended the opening meeting and the meeting on the following day. A report on the present condition of education in the kingdom is in course of prepa¬ ration and will doubtless be published in 1881. The last education report was pub¬ lished in 1876 and translated into English, in view of its use at the International Exhi¬ bition in Philadelphia. Switzerland, federal republic;1 2 Area, 15,233 square miles ; population, 2,808,493. Capital, Berne ; population, 36,000. Miscellaneous educational items. — In view of the opinion lately expressed by eminent oculists that the reading of German characters is injurious to the eyes, the Bernese government has resolved to discourage its use as much as possible, and all its official announcements and reports will henceforth be printed 'exclusively in Roman char¬ acters. The expenses for education in the canton of Berne amount to 1,809,681 francs, of which 357,398 francs are for the university, 261,594 francs for secondary education, and the rest for primary education. In the new University of Geneva, formerly the Academy of Geneva, the number of students is fast increasing. It has at present 391 students, viz : 21 in the faculty of theology, 70*in the faculty of law, 94 in that of medicine, 11 in philosophy, and 195 in sciences and letters. A movement is on foot to reorganize the polytechnic school at Zurich. This institu¬ tion was established by the federal government in 1856, and although its success has been brilliant there are many educators and other prominent men who wish a reor¬ ganization. They hold that, as the Ziirich school has the rank of a university, it should have no preparatory department; they further hold that the minimum age of admission should be 18 instead of 17, as heretofore. The school has at present, be¬ sides the preparatory department, a section of architecture, of civil engineering, of technical mechanics, of technical chemistry, of agriculture and sylviculture, of ped¬ agogy, and of philosophy and political science. Professor Rambert, of the polytechnic school, states in a recent report that the major¬ ity of candidates for admission to that institution come insufficiently prepared. They have received a one-sided training, have read little, and are not able to write an essay on a given subject. In a class of 17 students only one had heard of Franklin, and he did not know that Franklin was the inventor of the lightning rod. Eleven students had never heard of Csesafr, Charlemagne, Charles XII, or Frederick the Great. 1 Primary and secondary education statistics have not been published since 1870. For the statistics of superior education, see the Report of the Commissioner of Education for the year 1879. 2 For latest educational statistics, see the Report of the Commissioner of Education for 1879. E — XY CCXXVI REPORT OF THE COMMISSIONER OF EDUCATION. The following list shows how much the different Swiss cantons spend each year for every pupil in the public schools: Francs. 1. Basle (city) . 54.50 2. St. Gall. . . 33.80 3. Neuchatel . 30.20 4. Zurich . 28.73 5. Schafthausen . 27.70 6. Aargau . . . 25. 00 7. Geneva . . . . . 24. 50 8. Vaud . 24.30 9. Glarus . - . 21.30 20. Berne . 20. 50 11. Thurgovia . 20. 20 12. Lucerne . 20.00 13. Zug . 18.50 Francs. 14. Soleure . 17. 90 15. Freiburg . „ . 14.60 16. Basle (country) . 13. 50 17. Grisons . 12.80 18. Appenzell (Outer Rhodes) . 12.10 19. Schwytz . 11. 40 20. Ticino . 10.60 21. Unterwalden, Lower . 9. 30 22. Unterwalden, Upper . 8. 50 23. Appenzell (Inner Rhodes) . 6.86 24. Uri . 5.80 25. W allis . . 4. 50 The following table shows the average number of years of service of male and female teachers in the different cantons : Cantons. Male teachers. Female teachers. ' Zurich. . . . . . . . . . . ...... _ ........ 19.1 14. 6 j Berne . . . . . . . . . 17. 1 9. 4 Lucerne . . . . . . . . 17. 0 10. 8 Uri . . 14.8 11.1 10.6 11. 8 Sehwytz _ _ _ _ _ _ _ _ I Unterwalden, Upper . . . . . . . . . 9. 9 7. 5 1 Unterwalden, Lower _ _ _ _ _ _ _ 14.3 15. 8 8.6 Glarus - - . . . . . . . . . . . 1 Zug . 11. 9 9. 1 1 Freiburg _ _ _ _ _ 15.2 8.8 i Soleure . . . . . . . . . . . . 15.6 9. 3 Basle (oity) . . . . . . . . . . 20. 0 6.8 j Basle (country) . . . . . . . . . . 17. 5 i Schaff hausen . . . . . . . . . . 17. 8 1.5 Appenzell (Outer T?,h odes) _ _ _ 15.7 Appenzell (Inner Rhodes) . . . . . . . 15. 2 10. 0 St. Gall . 14. 8\ 8.4 Grisons _ _ _ _ _ _ _ _ _ 10. 5 6.9 Aargau _ ... . . . . . . 16. 0 10.7 Thurgovia . . . . . . . 18. 3 3.0 Ticino . . _ _ _ 12.3 11. 0 V an d _ _ _ _ _ _ _ _ _ _ 16. 7 9.8 "Wallis . 8.4 6.2 Uen ehatel . . . . ' _ _ _ _ 10.9 6.1 Geneva . . . . . . . 12. 9* 12.9 Average for Switzerland . . . . . . . . . 15.5 8.7 n.— Asia. British India: Area, 1*472,854 square miles ; population, 237,395,498. The factories bill has passed the Indian legislature. A clause has been inserted allowing the Bengal government to place factories under the inspection of the mag¬ istrate of the district instead of under a regular inspector, and the lowest age for the employment of a child in a factory has been changed to se-ven instead of eight years. EDUCATION IN FOREIGN COUNTRIES. CCXXVII Mr. Johnston, of Bridge of Allen, said, at the social science congress held at Edin¬ burgh in 1880, that the population of India was calculated at 240,000,000, and of that number some 190,000,000 were to be found in British India. In the schools and col¬ leges under direct government control there were 400,000 pupils; in aided schools, 800,000; and in unaided schools, native institutions of a most unsatisfactory charac¬ ter, there were 350,000 pupils on the rolls. Of the total, 90,000 received education of a comparatively high order. This is what had been accomplished in twenty-five years under the education act of 1854. But to bring the population of India under instruction at that rate of progress would take five hundred years, even if it remained stationary. At present the treasury spends for educational purposes less than 750,000Z. ; and of this sum only some 85,000Z. are devoted to the lower class. The present condition of Madras University compares favorably with that reported in x>revio.us years. Of the 3,309 candidates who presented themselves for the matricu¬ lation examination, 1,094 passed. Of the successful candidates' about two-thirds came from non-government schools, and it appears that the schools managed by natives are considerably on the increase. The majority of the 85 candidates who out of the 175 that presented themselves passed the b. a. examination were Brahmins. An institution that promises to become an important adjunct to the educational forces at work for the revivification of the ancient people is the new high school for boys, established by the American missionaries of the Methodist Episcopal Church, at Ivy Park, Naini Tal, one of the Indian government sanitary stations. Rev. J. Walter Waugh, d.d., who was for several years principal of the Memorial School at Cawn- pore, aud who succeeded in placing that institution on a firm basis, was detailed to found this school at Naini Tal. He has laid broad foundations and under his man¬ agement the school has opened with every indication of success. Education in British Burmah. — Following is an abstract of the report on public in¬ struction in British Burmah for the year 1880-J81. The more important educational statistics for the who,le province, with a popula¬ tion of 3,704,353, were as follows: 1879-80. GO ' 1 O CO GO Total number of government schools . . . _ . . . . 48 48 Total number of scholars at school . . . . . . . . 2, 176 3, 097 78, 198 22 2, 777 Total number of aided and private schools . . . 3, 219 Total number of scholars at these schools . . . . . 85, 930 24 Proportion of school-going children to the whole population, per thousand . . Number of boys who passed the matriculation or entrance examination of the Calcutta University, per thousand . . 7 6 Number of children who passed the provincial examinations by the — Middle school standard . . . (a) (a) (a) 410, 067 49 Upper primary standard . . . . . 157 L'ower primary standard . . . . . . . 207 Total expenditure on education, rupees b . 413, 079 162, 039 Total expenditure on government schools, rupees . . . 134, 935 25, 126 Total expenditure on results, grants, and other assistance to indigenous primary schools, rupees . . . 23, 410 a Examinations not instituted in the year 1879-80. b 1 rupee = 39 cents As compared with the figures for the preceding years, 8,261 more children are re¬ turned as attending school, the total expenditure for education has very slightly increased, the cost of government schools has largely increased, and a smaller sum than last year has been devoted to the encouragement and improvement of indigenous primary schools. Nearly every Burman man or boy comes under instruction of some sort for a part of CCXXVIII REPORT OF THE COMMISSIONER OF EDUCATION. liis life at a kyoung, and it is partly by reason of the religious and secular teaching imparted at the kyouugsthat these institutions have acquired and retain so strong a hold on the veneration of all Burmans. The education given at kyoungs is accord¬ ing to our ideas susceptible of improvement in breadth and in the manner of teaching. The results of the recent census will show whether or not in Burmah a larger propor¬ tion of the people can read and write than in other parts of India, but the volume of statistics issued by the government of India this year shows that a far larger pro¬ portion of the population go to school in Burmah than in any other part of India. This result is entirely due to the national system of monastic education. It is a draw¬ back, inseparable indeed from the system, but still a drawback, that girls cannot be admitted to monastic schools. The circumstance that lay schools admit girls as well as boys probably contributes greatly to the success of these institutions ; but orthodox Buddhists have been heard to deplore the growing popularity of lay schools, where “the law ” and religion are rarely taught. The following are the numbers of pupils to each 1,000 of the population: In Madras, 8.5; Bombay, 12.2; Bengal, 13.5; Northwest Provinces and Oudh, 5.1 ; Pun¬ jab, 5.7; Central Provinces, 7.8; British Burmah, 25.4; Assam, 8.8 ; Berar, 12.5 ; Ajmere, 7.8; Coorg, 14 ; average for all British India, 10.2. Jap ax, absolute monarchy 9 Area, 156,604 square miles; population, 34,338,479. Capital, Tokio; pop¬ ulation, 811,510. Minister of education, Fukuoka Takachika. The Japanese code of education. — The following is a summary of the Japanese code of education promulgated September 29, 1879, and revised December 28, 1880 : Educational affairs throughout the empire shall, be under the control of the min¬ ister of education. The schools shall be elementary schools, middle schools, uni¬ versities, normal scliools, special schools, and other institutions of learning. All wards (in cities or towns) or villages shall severally or conjointly establish public elementary schools. A school committee shall be organized in each ward or village for the management of its school affairs, and this committee shall be elected by the people. The period of 8 years, from 6 to 14 years of age, shall be fixed as the school age of every child. Parents or guardians shall be responsible for the school attendance of their children. Where children have the means of receiving elementary instruc¬ tion in any other way than by attending schools, such instruction shall be recognized to the extent that it is equivalent to that of the public schools. In any localities where the means are inadequate for establishing and maintaining schools, it shall be lawful to organize a system of itinerary instruction for teaching children. Public normal schools shall be established in each fu or ken. Teachers of either sex shall be over 18 years of age. Every school, public or private, shall be open to inspection by the officers sent out by the minister of education. Pupils of both sexes shall not be taught in the same room, except in the elementary classes. A school fee shall be charged or remitted according to the circumstances of the schools. No- corporal pun¬ ishments shall be inflicted on the pupils in the schools. Parents or guardians shall be permitted to attend any and all examinations that may be held in the schools. University of Toldo. — The university embraces departments of law, science, and liter¬ ature. All the courses in the departments of law, science, and literature extend through four years, and there are four corresponding grades of students. In the department of law the students all pursue the same course. In the department of science six courses have been established, and in the department of literature two courses. The intention is ultimately to use the Japanese language in all the departments, but for the present instruction is given mainly in the English language. The stu¬ dent is also taught either the French or German language, but in the department of law he must study the French language. The teaching staff consists of a president, a vice president, and 62 professors: 9 of law, 30 of science, and 23 of literature. 1For latest educational statistics, see tlie Keport of tlie Commissioner of Education for 1879. EDUCATION IN FOREIGN COUNTRIES. CCXXIX Number of students in 1880. — The total number of students was 205 in 1880, viz: 52 in the department of law, 110 in the department of science, and 43 in the department of literature. The number of graduates in the same year was 92, viz: 21 in law, 63 in science, and 8 in literature. During the year, 15 students were sent abroad at the expense of the government, viz: 10 to England, 4 to France, and 1 to Germany. Students are admitted at the beginning of the academic year. Applicants for admission to the first year must be at least 16 years of age and have completed a course in the secondary schools. The educational auxiliaries of the university include (1) the library, (2) the zoolog¬ ical cabinet, (3) the botanical cabinet, (4) the mineralogical cabinet, (5) the geolog¬ ical and paleontological cabinet, (6) the civil and mechanical engineering cabinet, (7) the mining and metallurgical cabinet, (8) the chemical technology cabinet, (9) the archaeological cabinet, (10) the collection of scientific apparatus, (11) the labo¬ ratories, and (12) the botanical garden. III.— Africa. Cape of Good Hope, British colony: Area, 347,855 square miles; population, 1,420,162. The following is an abstract of the report of the superintendent of education for 1879-’80: Under the education acts of 1865 and 1874 and supplementary regulations approved by both houses of Parliament, grants are authorized to be made in promoting the ele¬ mentary school instruction of the children of all classes, without distinction of creed or color, and for the superior instruction in literature and science of those who wish to avail themselves of the higher public schools or colleges. General industrial train¬ ing and special instruction in trade schools are provided for a certain number of native lads, and the practical domestic training of native girls is also encouraged. The sys¬ tem thus comprehends: (1) Colleges under the higher education act of 1874; (2) pub¬ lic schools, three grades, and district boarding schools among the farmers; (3) mission schools ; (4) aborigines’ day and trade schools. During the year 1879-80 there have been in operation 5 colleges, with 309 pupils; 57 public schools of class 1, with 4,846 pupils, 105 of class 2, with 5,024 pupils, and 73 of class 3, with 2,781 pupils; 40 boarding schools for the agricultural and pastoral population, with 624 pupils ; 368 mission schools, with 41,122 pupils ; and 268 aborigines’ schools, with 18,506 pupils. In addition to these institutions, there is the normal college with its model school in Cape Town, attended by 180 pupils. In the 918 institutions which have been in operation, 73,338 pupils have received instruction, elementary, superior, or industrial, during some portion of the year. The highest number of pupils on the rolls for a quarter was 54,134, the highest daily attendance for a quarter was 43,976, and the ordinary daily attendance was 36,718. The government expenditure for education in 1879-’80 was 79,648Z. In concluding, the superintendent recommends the appointment of a minister of pub¬ lic instruction and the abolition of the office of superintendent general of education. Egypt, a dependency of Turkey : Area, 1,406,250 square miles ; population, 16,952,000. Capital, Cairo; population, 349,883. For the latest educational statistics, see the Report of the Commissioner of Educa¬ tion for 1879. Natal, British colony: Area, 18,750 square miles ; population, 325,512. The schools under the supervision of the Natal council of education comprise high and primary schools. There are two of the former class situated at Pietermaritzburg and Durban. The primary schools are in general small. The model schools in the two towns before mentioned, however, each have about 400 pupils in attendance. As Natal offers fine opportunities in business it is difficult to induce boys to become teachers. CCXXX REPORT OF THE COMMISSIONER OF EDUCATION. IV.— North America and South America. Dominion of Canada, British possession: Area, 3,483,952 square miles; population, 3,686,013. Cap¬ ital, Ottawa ; population, 21,545. a. British Columbia: Area, 213,000 square miles; population, 10,586. Capital, Victoria; population, 4,540. Superintendent of education, C. C. McKenzie. According to tlie report of the superintendent of education for 1879- 80, British Columbia had, in that year, 2,462 pupils on the rolls, viz, 1,343 boys and 1,119 girls. The average daily attendance was 1,293. The number of pupils attending the high school was 82, viz, 51 boys and 31 girls. The total number of school-houses was 53, and the number of teachers 66. Cost of education for the year, $47,006. b. Nova Scotia: Area, 18,660 square miles; population, 387,800. Capital, Halifax ; population, 29,582. Superintendent of education, David Allison. The following is an abstract of the superintendent’s report for 1880 : Number of school sections, 1,807 ; number of sections without schools, 469 in winter and 330 in summer; number of schools in operation, 1,687 in winter and 1,811 in summer; number of registered pupils, 73,978 in winter and 78,808 in summer; num¬ ber of teachers and assistants, 1,757 in winter and 1,861 in summer. The total cost of public schools was $557,765. c. Ontario: Area, 107,780 square miles; population, 1,620,851. Capital, Toronto; population, 46,092. Minister of education, Adam Crooks. The following is an abstract of the minister’s report for the year 1879 : The total receipts for all public school purposes for 1879 amounted to $3,226,730. The population of school age (5 to 16) was 494,424. The number of pupils between the ages of 5 and 16 years attending the schools was 467,845 ; number of children of other ages attending the schools, 19,167. The total number of pupils attending school was 487,012, viz, 259,056 boys and 227,956 girls. The number reported as not attending any school for four months during the year was 27,409. The average daily attend¬ ance was 219,442. In the 5,123 schools reported, 6,596 teachers have been employed, of whom 3,153 were males and 3,443 females. The highest salary paid to a teacher in a county is $900, the lowest $130; in a city, the highest $1,000, the lowest, $250. The total number of certificated teachers reported was 6,596. Religious exercises. — The public schools act provides that “No person shall require any pupil in any public school to read or study from any religious book or to join in any exercise of devotion or religion objected to by his or her parents.” Notwithstand¬ ing this provision of the act, the daily exercises were opened and closed with prayers in 4,477 of the 5,123 schools reported. Sigh schools. — The number of high schools was 104 in 1879 and the number of pupils 12,136, which shows an increase of 1,562 over the preceding year. Expenditure. — The amount paid for the support of the public schools has been increased from $1,473,188 in 1867 to $2,833,084 in 1879. The educational museum. — The educational museum forms a valuable part of the Ontario system of popular education. It consists of a collection of school apparatus for public and high schools. It also contains many objects of improved school appliances and architecture, as well as collections for promoting art, science, and literature. d. Prince Edward Island: Area, 2,173 square miles; population, 94,021. Capital, Charlottetown; population, 8,807. Chief superintendent of education, D. Montgomery. For latest educational statistics, see the Report of the Commissioner of Education for 1879. EDUCATION IN FOREIGN COUNTRIES. CCXXXI e. Quebec: Area, 193, 355 square miles; population, 1,191,516. Capital, Quebec ; population, 59,695. Superintendent of public instruction, Gdddon Ouimet. The following is an abstract of the superintendent’s report for 1879-’80: In comparing the statistics for the last four school years the following is the result : 1876-77. 1877-78. Increase. 1878-79. Increase. 1879-’80. Increase or decrease. Municipalities . 949 967 17 970 3 988 18 increase. Districts . 4, 193 4, 233 40 4, 291 58 4, 318 27 increase. School-houses . 3, 826 3, 945 119 3,948 3 4, 013 65 increase. Schools . 4, 115 4, 209 94 4, 282 73 4, 310 28 increase. Pupils . 232, 765 234, 828 2, 063 239, 808 4,980 234, 705 5. 104 decrease. Average attendance . . 178, 621 180, 294 1, 673 183, 740 3,446 180, 315 3, 425 decrease. The pension act passed in 1879 has been very well received by the majority of the teachers. It gives all the members of the body of teachers good securities for the future. f. New Brunswick: Area, 27,322 square miles; population, 285,594. Capital, Fredericton. Chief! superintendent of education, Dr. Theodore Rand. The chief superintendent gives the following account of the condition of education in 1879-’80: The number of schools was in the summer term 1,404, increase 59; the number of teachers and assistants 1,433, increase 47; the number of pupils in attendance 56,716, increase 1,338. In the winter term the number of schools was 1,283, decrease 22; the number of teachers and assistants 1,333, decrease 15; the number of pupils at school 50,308, decrease 3,435. One hundred and forty-eight students were in attendance on the normal department, increase 12. Jamaica, British Colony : Area, 6,400 square miles; population, 506,154. Capital, Kingston; popula¬ tion, 35,000. Inspector of schools, John A. Savage. The following is an abstract of the Jamaica education report for 1869, 1879, and 1880: 1869. 1879. 1880. Retinols inspected _ _ _ _ 286 646 681 56, 382 Pupils on books . . . . . . 19, 764 12, 216 61. 81 52, 243 28, 661 Pnpils in average attendance _ _ 32, 871 58. 30 Percentage in average attendance of number on books . . . 54. 86 First class schools _ ... _ _ _ _ _ _ _ ............................. _ 1 64 70 Government, grants, including building crnnts . . . . . . £ 2 , 978 £18,477 £20,492 Argentine Confederation, federalrepnblic : Area, 515,700 square miles ; population, 2,400,000. Capi¬ tal, Buenos Ayres; population, 200,000. The government contributes one-third of the sum required to support the schools of the provinces or districts. Primary education is obligatory in some of the provinces, but the local obstacles arising from the nature of the country and the sparseness of the population in some places render this not always practicable. For the training of teachers there are 5 male normal schools, with 300 students, and 3 female normal, schools, with 175 students. CCXXXII REPORT OF THE COMMISSIONER OF EDUCATION. Brazil, constitutional empire: Area, 3,287,964 square miles; population, 9,448,233. Capital, Bio de Janeiro ; population, 274,972. For latest educational statistics, see the Report of the Commissioner of Education for 1875. Chili, republic: Area, 132,606 square miles,- population, 2,068,447. Capital, Santiago; population, 129,807. The following is an abstract of the report of the minister of public instruction for 1880: The National University, located at Santiago, has 724 students, viz, 323 in the faculty of law and political sciences, 220 in the faculty of medicine, 32 in the faculty of phys¬ ical and mathematical sciences, 68 students of pharmacy, and 81 of fine arts. The university library has 10,000 volumes. The National Institute at Santiago (an establishment resembling a German Gymna¬ sium) has 890 students, viz, 97 boarders and 793 day scholars. This shows a decrease of 232 students since 1879. The library of the National Institute contains a large number of valuable books on all subjects of study. Besides the National Institute, there are 15 other secondary schools, styled lyceums, with 1,880 pupils. They are located at Capiapo, with 204 pupils ; Serena, with 261 pupils ; San Felipe, with 217 pupils; Valparaiso, with 335 students; Rancagua, with 52 pupils ; San Fernando, with 82 pupils; Curico, with 85 pupils; Cauquenes, with 67 pupils; Chilian, with 142 pupils; Linares, with 45 pupils ; Anjeles, with 91 pupils; Concepcion, with 227 pupils; Val¬ divia, with 46 pupils ; Ancud, with 76 pupils ; and Melipulli, with 50 pupils. For special education there is an agricultural institute, of which the number of students is not reported, and a school of arts and trades, with 83 students. The National Library has 58,697 volumes, which shows an increase of 16,697 volumes since 1872. For primary education there are 1,175 schools, viz, 793 public and 382 private. The public schools have 51,545 pupils, viz, 23,121 boys and 28,424 girls. The private schools have in all 14,044 pupils, of whom 977 are boarders and 13,067 day scholars. The total number of pupils in public and private primary schools is, therefore, 65,589. For the training of teachers there is a normal school, with 110 pupils. The total expenditure for educational purposes was $460,587 in 1880, against $780,418 in 1878. V. — Australasia. New South Wales, British colony: Area, 323,437 square miles; population, 693,743. Capital, Sidney; population, 187,381. The following is an abstract of the report of the minister of public instruction in New South Wales for the year 1880 : The public instruction act received the royal assent on April 16, 1880, and in accord¬ ance with the provisions contained in section 40 came into operation on May 1 fol¬ lowing. One of the most important clauses of that measure provided for the dissolu¬ tion of the council of education (which, since the passage of the public schools act of 1866, had been charged with the duty of administering the system of primary instruc¬ tion as established in the colony by law) and for the transfer to a minister of public instruction of all the powers and authorities hitherto exercised by that body. In pur¬ suance of these provisions, Hon. John Robertson was appointed minister of public instruction by the governor and executive council on the 1st of May, 1880, and the necessary steps were taken to establish a ministerial department under his control. The council of education retired from office on April 30, and handed over to the minister 1,265 schools of all classes, which, as shown by the returns for the quarter ending March 31, 1880, were attended in the aggregate by 101,534 pupils. EDUCATION IN FOREIGN COUNTRIES. CCXXXIII General statistics. — Tlie schools and pupils above mentioned were classified as follows: Humber. Pupils. Public schools _ ............ _ _ ......... _ ................ _ ... _ 705 68, 823 8, 312 Provisional schools ............ _ .... _ _ _ _ ... _ _ _ _ _ _ _ _ 313 Half time schools ... _ ........ _ _ _ _ _ _ _ _ _ _ _ .......... 97 1, 683 Denominational schools _ _ _ _ _ _ _ ......... _ ... _ _ _ ... _ 150 22, 716 Totals ..... . . . . . . . . . . 1, 265 101, 534 At the end of the year the number of schools in operation and the number of pupils in attendance were the following : Humber. Pupils. Public schools . . . . . . . . . 872 84, 045 5,177 1, 695 695 Provisional schools _ _ ................. _ _ _ ........ _ _ _ ............ 218 Ealf time schools ...... _ _ _ _ _ _ _ _ _ 98 Evening public schools . . . . . . . . . 24 Denominational schools . . . . . . . 145 23, 199 Totals _ _ _ _ _ _ _ _ _ 1, 357 114, 811 From this statement it will appear that during eight months the number of schools in operation was raised from 1,265 to 1,357, a net increase of 92. Provisional schools diminished and public schools increased considerably in number (95), and denominar tional schools exhibit a slight decline (5). It may further be seen that the number of pupils enrolled rose from 101,534 to 114,811, the increase being 13,277, or slightly above 13 per cent. But for the general prevalence of epidemics among children during the latter portion of the year, the en¬ rolment of pupils would doubtless have been considerably higher; and, in fact, during the quarter ending September 30, the number of pupils enrolled amounted to 115,071. The causes which led to the increased attendance were principally the reduction in the rate of school fee from an average of 6d. to 3 d. weekly and the belief that the provisions of the act rendering attendance at school obligatory would at once be put in force. The moral effect of the law has, so far, proved to be in a very high degree beneficial. The total expenditure for the eight months during which the new act was in force was 274,639L 9s. Id., the principal items being those enumerated below: £. General management . 6, 621 Inspection . 9 . 10,634 Training of teachers . 3, 458 8. d. 1 1 6 5 17 4 Public schools : Buildings . Salaries... . . Sundries . . Provisional schools: Salaries . Sundries . 64, 490 10 11 131,615 5 1 4, 895 0 4 201, 000 16 4 12, 424 2 10 943 3 5 13, 367 6 3 CCXXXIV REPORT OF THE COMMISSIONER OF EDUCATION. Half time schools : £. 8. a. Salaries . 1 7 Sundries . 9 1 4,552 10 8 Denominational schools : Salaries . . . 12 0 Sundries . . . 8 11 34, 931 0 11 Evening public schools : Salaries . 6 9 Sundries . 3 IQ 73 10 7 A balance of tlie appropriation, amounting to 6,226?. 15s. 10 d.} had not been expended at the close of the year. Queensland, British colony: Area, 678,600 square miles ; population, 210,510. Capital, Brisbane; pop¬ ulation, 32,012. Secretary for public instruction, A. H. Palmer. At the beginning of 1879 there were 290 schools in operation and at the beginning of 1880 there were 317, an increase of 27. At the end of 1880 there were 338 schools in operation, 24 more than at the end of 1879. The number of teachers employed was 975 in 1880, against 924 in 1879. The annual enrolment was 43,305 — 1,925 more than in 1879 — and the average daily attendance was 23,818; increase, 2,400. Tasmania, British colony: Area, 26,215 square miles; population, 109,947. Capital, Hobart Town; pop¬ ulation, 19,092. Chairman of the hoard of education, Henry Butler. Daring the year 1880 there were 171 schools in operation. The total number of dif¬ ferent children on the rolls for the year was 12,286. The average number on the roils from month to month was 8,352 and the average attendance 6,002. The total expend¬ iture for public schools amounted to 16,512?. Victoria, British colony: Area, 88,198 square miles; population, 879,442. Capital, Melbourne; popu¬ lation, 256,477. Minister of public instruction, W. Collard Smith. The following is an abstract of the minister’s report for the year 1879-’80: The num¬ ber of day schools in operation in December, 1879, was 1,533 and the number of night schools 180. The total number of children enrolled was 227,775, viz, 119,237 boys and 108,538 girls, and the number of children in average attendance during the year was 119,259, viz, 62,466 boys and 56,793 girls. Victoria has 94 penny savings banks in connection with schools. The number of depositors is 13,458 and the total amount deposited 3,131?. INDUSTRIAL EDUCATION. t The discussion of industrial education antedates the present decade. The argu¬ ments advanced in favor of public appropriations for this purpose have not materially changed, but they are employed with greater discrimination as the conditions which give rise to them are more carefully analyzed. The conditions are, in brief, (1) the disappearance of apprenticeship ; (2) the increase through the growth of cities of the struggling poor, whose family life does not afford opportunity for training their children in the habits or arts of industry, and of the pauper and vagrant classes; (3) the industrial necessities of the freedmenof the South; (4) the multiplication of what have been termed u industrial fine arts — those industries in which the superiority of the product consists in the excellence of its model or pattern, the taste of its design, or the beauty of its colors.” These conditions have caused the adoption of various educational expedients, which are intended to make up existing deficiencies, to supply industrial training suitable to INDUSTRIAL EDUCATION. CCXXXV the capacity of the pupils, and to furnish a gradually increasing quantity of labor trained for the uses of the community. Some of these efforts have been personal and private; others have been undertaken by the governments of States and cities in more or less close connection with their systems of public education, and still others for special and higher art training by universities, museums, and other agencies.1 The healthy self activity of our people is thus manifest in the various methods adopted to attain the several objects desired. INSTRUCTION IN DRAWING. In 1870 the legislature of Massachusetts enacted that u any city or town having more than ten thousand inhabitants shall annually make provision for giving free in¬ struction in industrial or mechanical drawing to persons over fifteen years of age either in day or evening schools under the direction of the school committee.” The progress under this law has been noticed in my reports. The results are thus briefly summed up by Walter Smith, State director of art, in his annual report for 1880: It has taken several years of time and much observation to gradually unfold and develop the scheme of industrial art education for the schools of all grades which is now in operation in Massachusetts. Its application is practical, though not yet gen¬ eral, in all parts of the State ; for local option and opinion control education in this as in other subjects. But the public opinion concerning drawing has much changed during the past decade, and the subject is both better understood and more generally taught now than it has ever been before. The chain of separate links, showing the work from the lowest class in the primary schools to the highest graduating class in the Normal Art School, is now complete, and in this report it may be seen in its connection and completeness, at once a record and a chart. The agencies at work to carryout this plan are as follows: (1) The Normal Art School, for training special instructors ; (2) the normal schools and the normal classes in cities and towns, for the instruction of regular teachers; (3) the free evening drawing schools, for the instruction of mechanics and of teachers; (4) the public day schools, for instruction of children. The steady working of these agencies, each having its distinct stage of the work, though closely related to the rest by being a link in the same chain and having a common purpose with them, must in time affect the education of every person in the State. Indeed, this time is rapidly approaching. Industrial taste has been elevated during recent years to an extent tha-t is both aston¬ ishing in some directions and observable on all sides ; and no other influence could have been powerful enough to accomplish this, even if it had initiated the improve¬ ment, unassisted by the cultivation of taste in the public schools. The same results have followed the employment of similar agencies in other countries; and the success which our scheme of instruction has already attained has already attracted the atten¬ tion and been recognized by the most competent authorities in other lands. The State of New York by the act of 1875 required that industrial and free hand drawing should be included in the courses of the normal schools and in some depart - 1In an address in behalf of the trustees at the annual commencement of the Worcester Free Insti¬ tute of Industrial Science, J uly 10, 1878, Hon. George S. Boutwell said : Important inventions have been made by persons not carefully educated in the technics of the art to which the inventions related, but I am not aware that any valuable contribution has been made in this department by any one who could be placed properly in the uneducated class. But, however this may be, there can be ho doubt that careful general and technical trainingis a most important if not an absolutely necessary preparation for progress in any art or pursuit. England, France, Germany, and Austria have entered systematically upon the work of furnishing technical education to largo numbers of young men. This education includes scientific and practical training, and in what I say in favor of similar training in America I include the practical as well as the scientific. In Austria there are one hundred technical schools ; in Germany, three hundred. In England there are fine art schools, with an average of one hundred and ninety pupils for every million inhabitants, and in France there are nearly four thousand “science classes,” with more than forty thousand pupils. The means of education with us are (1) the public schools now existing and (2) schools in which technical scientific instruction shall bo given. The public schools, including high schools, are adapted to furnish an education which may well form the basis of a technical training in the practical sciences. They have contributed essentially to the development of the inventive and organizing faculties of our countrymen, and to those schools wo are indebted largely for the achievements already made. In this respect we have laid a foundation for further attainments and progress such as does not exist in England or France. On this foundation, and at a comparatively small cost, we can erect a system of schools for technical training possessing advantages better than are possible in any other country, if, perhaps, Germany be excepted. The schools for technical training should be established first in the manufacturing cities and principal towns, and the school in each with propriety might be designed to promote local interests and to advance the trades and branches of industry with which the citizens and laborers are best acquainted. CCXXXVI REPORT OF THE COMMISSIONER OF EDUCATION. ment of each city school. The State of Vermont in 1876 added free hand drawing to the studies required in its public schools. The committee appointed in 1877 to revise the course of study for the public schools of Philadelphia included drawing in the pro¬ gramme for all grades, beginning wi^h the primary. The course has been adopted and carried into operation. In 1879 a special art instructor, a proficient in the system employed in the public schools of Boston, was engaged to instruct teachers of all grades in the elements of drawing, design, and decoration. The extent to which drawing has been introduced as a branch of public school instruction in other cities and towns may be ascertained by examining the details of Table II, statistics of city school systems, in the appendix to this report, as well as the various allusions to the subject in the abstracts of educational reports of the several States and Territories. Institutions for special training in industrial and high art are enumerated in Table XXIII of the appendix. This table has been prepared with great care, to accompany the Special Report on Drawing and Art Education in the United States.1 The progress made in producing and improving objects of art and beauty by American artists and artisans since the Centennial Exhibition of 1876 is manifest on every hand and in every household. Indeed, the importance of preserving and increasing the means of the best culture in art, not only for its own sake but on account of its undoubted bearing upon the quality of manufactures and the har¬ monious and happy pursuit of other labor, is becoming more generally appreciated, and the legislator and political economist, as well as the manufacturer and the artist, are forced to take cognizance of the new and increasing demand made by the public that instruction in the schools shall be modified and enlarged in the direction of prep¬ aration for practical affairs. HANDICRAFT IN SCHOOLS. The report of an experiment in industrial education at Gloucester, Mass., gives information of the efforts made there to combine manual training with the ordinary instruction of the common schools. The money for this experiment was placed at the disposal of the school committee of Gloucester in 1878 by Miss Marian Hovey, one of the trustees of the estate of George O. Hovey. A shop was fitted up with benches to accommodate twelve workmen, and, in addi¬ tion to the vise and bench hub, the following set of tools was furnished for every member of the class : a rule, try square, hammer, jack plane, jointer, smoothing plane, bit stock, bit, mortise gauge, mallet, one-half inch mortising chisel, one and one-quarter inch paring chisel, chalk reel, panel saw, screw driver, brad awl, oil can, oil stone, bench hook. The plan of instruction provides for forty lessons each school year, which are given in the afternoon Sessions four days of the week. Eight classes, numbering 96 pupils, 1 This report, the preparation of which was referred to in the annual reports for 1875 and 1876, has been carefully brought down to the present time, with such additions as the development of the several older institutions and the founding of new ones have made necessary, and is still waiting an appro¬ priation which will enable it to be sent to the printer. The present statistics of the art training schools and classes are brought down to August 1, 1880. This Office regrets its inability to print the material of this and other special circulars and reports of great interest to educators, which have been in careful preparation, but which have been kept from publication for lack of sufficient appropriation for printing. The Special Report on Drawing and Art Education is still in charge of I. Edwards Clarke, A. M. It will be kept in hand, and the statistical tables and the text will be brought down as closely as possi¬ ble to the date of going to press. The report aims to include a full and authentic history of all the public art museums, collections, and academies from their foundation, a general view of the develop¬ ment of art education in the United States, a careful showing of the industrial applications of art, with especial reference to its economic value to a country, and a statement of what foreign couutries have done and are doing in the way of encouraging and developing industrial art training. The possibility of teaching the elements of drawing in every public school is shown, and the im¬ portance of this training as a means of fitting pupils for the duties of practical life is illustrated in many ways. Although this report is not yet in print, the extensive and continuous correspondence undertaken in connection with its preparation has not been without influence upon the development of the art educational movement in its "many relations. INDUSTRIAL EDUCATION. CCXXXYII liave received instruction during the present year; 6 girls were permitted to join one of the classes in 1878; there are now two full classes of girls and one class composed of both sexes. The work of the girls is said to be fully equal to that of the boys. The following approximate estimate of the expense of such education is from the special report of L. H. Marvel, superintendent of the Gloucester schools: A room similar to the one at Gloucester can be fitted up for a carpentry class at an expense not exceeding $500. In such a shop, thoroughly and completely equipped for the purpose, one teacher can instruct four classes each day, twenty classes each (school) week, and do his work efficiently. Sixteen members may be permitted to attend each class without detriment to the progress of individual pupils. Allowing forty weeks for the academic year and making the salary of the teacher $20 per week, the annual cost of instruction would be $800. The expense of stock would not exceed 50 cents per annum for each pupil. Upon this basis the per capita expense of instruct¬ ing 320 pupils would be about $3 a year. Probably the cost of instruction in forging, filing, &c., would be greater — just how much there are now no reliable data for de¬ termining. In 1879 the subject of industrial education was brought before the city council of Boston by an intelligent and influential body of petitioners. The matter was referred to the school committee, who appointed a select committee to consider and report upon it. Their report adopted in the main the plan proposed by the petitioners, which was that a free industrial institute should be established, “consisting of a developing school and school shops, to be supported by the city, at least in part, and permanently ingrafted on our school system.” The proposition, however, was defeated in the city council. The course thus far taken by the States actively interested in the subject of in¬ dustrial training agrees with the opinion expressed by Charles O. Thompson, PH. d., principal of the Worcester Free Institute, in an address before the Massachusetts State Teachers’ Association held at Boston, December 29, 1879 : We reach the conclusion, then, that, the union of handicraft and school must be committed to special schools of technology, founded by private munificence and .directed by permanent boards of management. Sound philosophy and the fixed policy of at least all the New England States de¬ mand that grants of money from the public treasury in aid of all institutions for special education — schools of theology, law, medicine, and technology, as well as col¬ leges — should be based upon two conditions: (1) That the class of men mainly inter¬ ested should prove their own faith in the enterprise by securing its foundation, and (2) that the institution should demonstrate its value by some recognized and assured success. Every municipality ought to insist upon these conditions before listening to any appeals; for the expense of maintaining a thoroughly administered school of technology is very great, and the conservative restraint of personal risk is absolutely indispensable in preventing wasteful outlay of money. The advantage to the State of schools of technology, though indirect, warrants a prudent grant in aid, to confirm and broaden and secure the results of private munificence. A manual training school was established in 1879 as a separate and independent department of Washington University, St. Louis, Mo., and opened for the admission of pupils September 6, 1880. Candidates for admission must be fourteen years of age and must pass an examination in the elementary English branches. The course of instruction covers three 'years, and the school time of the pupils is about equally divided between mental and manual exercises. The former comprise the following branches: mathematics, physical geography, English language and literature, his¬ tory, practical ethics, and political economy. Special attention is paid to both free hand and mechanical drawing. The manual training involves the use of the hand tools and the typical machine tools. The shops are four in number, viz : a carpenter shop, pattern shop, blacksmith shop, and machine shop. The programme arranges for two hours’ shop work and one hour of drawing, daily, for each division. Before receiving a diploma of the school, each student must execute a project satis¬ factory to the faculty of the polytechnic school. The project consists of the actual construction of a machine. The finished machine must be accompanied by a full set of the working drawings according to which the machine is made and the patterns used for the castings. B oth drawings and the patterns must be the work of the stu- CCXXXVIII REPORT OF THE COMMISSIONER OF EDUCATION. dent. The project remains the property of the school. The diploma entitles the holder to enter the sophomore class of the polytechnic school of the university without fur¬ ther examination. Excellent results have attended the various efforts for training girls in household industries. SEWING IN PUBLIC SCHOOLS. The special report of the committee on sewing in the Boston grammar schools states that the work has been going on satisfactorily during the year and that public inter¬ est in the exhibitions of the work increases. The total of pieces accomplished during the year is 70,948. Statements of similar instruction in other cities will be found in the abstracts following. SCHOOLS OF HOUSEHOLD ECONOMY. The establishment of cookery schools and of schools for instruction in other branches of domestic industry is a feature of the decade which was set forth in detail in Circu¬ lar of Information No. 4, 1879. The support which these schools receive where they seek the patronage of the wealthier classes and the appreciation which they excite where they assume the character of benevolent enterprises for the benefit of the de¬ pendent classes indicate that they meet a general demand. Peculiar interest attaches to the conduct of kitchen gardens, i. e., schools for in¬ structing children in domestic industries according to the system invented by Miss Emily Huntington. Young girls in danger of becoming vagrants are gathered in classes, and by a course of training adapted to interest as well as to instruct they are prepared for domestic service. The need of these schools is apparent when we con¬ sider that such children have no other means of becoming familiar with the most ordi¬ nary appliances of a well ordered household.1 The various endeavors which have been made in the direction of industrial educa¬ tion prove the possibility of giving the training to a number of young persons simul¬ taneously — in other words, of economizing time and material by means of class organ¬ ization — but it seems impossible that such instruction should be maintained upon a scale large enough to meet the needs of the poorer classes in our cities or of the freed- men of the South without public appropriations. The land act of 1862 endowed in¬ stitutions which to some extent make provision for industrial education ; but, so far from supplying the elementary training which is the subject of the present considera¬ tion, they rather make the need of such training more apparent. POPULAR SCIENCE TEACHING. There are a number of organizations in the larger cities which maintain courses of lectures designed to promote scientific knowledge among artisans. Such are the Lowell Institute, Boston, Mass.; the Cooper Union for the Advancement of Science and Art, New York City ; Franklin Institute and the Wagner Free Institute of Science, Phila¬ delphia ; and the Maryland Institute for the Promotion of Mechanic Arts, Baltimore. In addition to its free lectures, the Cooper Union maintains two classes of schools, viz, the evening schools of science and art and the art school for women, as fully de¬ scribed in my report for 1879. From the report for the year ending May 29, 1880, it appears that the year’s expenses were $44,673. The day and evening schools have been open eight months, affording instruction in the rudiments of science and art to pupils as follows : Free art school for women, 250 ; free school for women in wood engraving, 43 ; free school of telegraphy for woman, 50 ; free night school of science, 1,362 ; free night school of art, 1,656. All the classes are in charge of able instruct¬ ors. With reference to a special feature of the schools the report says: It is worthy of note that the purpose of giving such instruction in practical art and applied science as will put an independent employment in the hands of every student is in many instances commenced while the pupil is still under instruction in 1 For notices of individual schools, see Training in Household Industries, under the heading Special Instruction, in the abstracts. POPULAR SCIENCE TEACHING - EVENING SCHOOLS. CCXXXIX the institution. This is especially the case in the Art School for Women. The amount reported as earned for themselves by pupils in the different departments of the Woman’s Art School this year is $12,740. The Maryland Institute for the Promotion of Mechanic Arts, since its reorganiza¬ tion, has taken the lead in the advancement of drawing as a branch of popular edu¬ cation in the State of Maryland. During the present year it has afforded instruction in drawing to 358 pupils : 233 in the night school and 125 in the day school. A com¬ mittee, appointed by the managers of the institute, addressed a memorial to the gen¬ eral assembly of Maryland, at the last session of that body, to invite its attention to the policy of adopting — (1) Preliminary measures to establish a systematic course of free hand and me¬ chanical drawing iu the public schools of the State, by granting to the Maryland Institute an annual appropriation to train and educate art teachers for said schools, and (2) to grant said institute an appropriation for the purpose of organizing and es¬ tablishing an art industrial museum in connection with its schools of art and design. The memorialists submitted the following proposition : That the Maryland Institute will (in consideration of the payment of the annual sum of $10,000) receive annually in its schools of art and design twenty-live pupils selected by the State board of education, and will train and educate them to become teachers in the public schools of the Statek EVENING SCHOOLS. It maybe said that evening schools have become a permanent feature of city school systems. It is true that they are not maintained in all even of the principal cities, and in some cities in which they have been established they are regarded as of doubt¬ ful advantage ; but a careful study of their history for successive years warrants the conclusion that where they have failed of good results they have been poorly con¬ ducted or not adapted to local conditions. Where primary schools are efficient and have maintained for a number of years a high percentage of average attendance evening primary schools are not so much in demand as those of advanced grade. Cities having large foreign population must, however, be excepted from this statement. In communities distinguished alike for intelligence and business enterprise evening high schools are especially appreciated, the most promising artisans and clerks looking to them for the means of continuing their studies. Efforts are in progress in a number of cities to extend the province of the evening high schools and to adapt their courses of study and training to the wants of special classes of pupils. The following extracts from several reports will serve to indicate the drift of dis¬ cussion respecting evening schools and their general character and operation. Boston (Mass.) High School. — This school opened two weeks later than the time fixed by the regulations. A thoroughly radical change was here attempted : (1) Examination for admission was required this year for the first time. Examina¬ tions are dreaded by all, both old and young. In the case of this school, where a large number of the applicants are adults, a peculiar terror seized them in many in¬ stances and they staid away. The examination was by no means difficult. By most of the applicants it was easily passed, and but few were rejected. It consisted of reasonable questions, and was intended to make the school serve those for whom it was designed. It was con¬ fined to reading, writing, arithmetic, and geography. We believe, under the circum¬ stances, that it should be continued, but with proper judgment and care, and in such a manner as not to deter any one from attending whose only fault is lack of oppor¬ tunity in youth. Should it hinder such from attending, better it would be to entirely discontinue it. We therefore approve, with some reservation, feeling that it is very possible that a good intention is often spoiled in the execution. It requires great care and discretion on the part of the examiner. In all cases, especially in adults, rust should be carefully distinguished from ignorance. (2) The elimination from the branches taught of the foreign languages, history, physiology, English literature, and elocution. Under the new rules the branches allowed to be taught were confined to commer¬ cial arithmetic, penmanship, book-keeping, English composition, algebra, and geom- CCXL REPORT OF THE COMMISSIONER OF EDUCATION. etry in an elementary form (and, under certain conditions, in advanced form). It will be readily seen that this action had in reality taken away the grade distinction of an advanced or high school. None saw this quicker than those who sought its benefits. They came, but found algebra and geometry were all that remained of a high school. No account was kept of the number of applicants for admission who would not remain under these circumstances, and such account, if required, would have been but imperfect. We know from consultation with the principal that it was numbered by the hundreds. The result was that the average attendance for the first month was 213; second month, 157 ; while for the corresponding months of the pre¬ vious year the average attendance was 510 and 376, respectively. There was nothing left to the committee to do but to await the time when they would be obliged to close the doors for want of pupils or take some vigorous action which should look to the continuance of the school. A personal knowledge of the pupils and a firm belief that they were in most cases able to judge for themselves had long before convinced the committee of the error made by the change in the course of study. While our liberality in higher education had tended most generously in treating with other pupils of advanced grade, the ao- tion here was towards restricted conservatism. To the committee it seemed bordering strongly on injustice. An order was therefore introduced, which passed without a dissenting voice, replacing the languages and hygiene on the authorized list of branches taught. A marked change was noted in the general character of the school. Especially in the classics and modern languages an element was added which was de¬ cidedly beneficial. Many of these pupils were persons of refinement and culture, and their presence was felt by those who came in contact with them. With reference to elementary schools the committee says : Two subjects at least require constant attention and prompt action : (1) Ready acknowledgment of all excellence in acquirement attained and deport¬ ment evinced by the pupils ; also, untiring attention to place the schools in good, or¬ derly condition, removing all disturbing influences firmly and promptly. (2) It. should be constantly in the minds of instructors that quality, not increased attendance, is the standard by which results are to be determined in any educational institution ; most decidedly so in elementary evening schools. The regulations specify that there shall be fifteen pupils under the care of each teacher. It has been very difficult to enforce this regulation, for the reason that the tables which have been provided accommodated not more than ten or twelve pupils, and the result was great inconvenience to teaehers and pupils. It is thought that as these schools are to be accommodated in the day school buildings the difficulty as to classification will be removed. Your committee call the attention of the board to the necessity of furnishing proper facilities for the safe keeping of books and material used in the evening schools. Cambridge, Mass. — Last year the evening schools, with the exception of the one in ward three, were not opened on account of the lack of interest in them which formerly existed. They have not been opened this year for the same reason. But the chair¬ man of the committee on evening schools, who had special charge of the one in ward three last winter, says : There can be no doubt of the benefit of such schools. My experience has been that the men especially take great interest in the work of the school, attend regularly, and make considerable progress. A certain class of boys or young men, obliged by circumstances to leave school young, attend evening schools, and do so, I believe, with an honest purpose to make the best possible use of such opportunities as it affords. * * * If close supervision is exercised over the evening schools and their work, I am confident that under the management of competent and interested teachers they will secure in the popular esteem that degree of favor to which the nature of their good works is entitled. The evening drawing schools were continued for the autumn and winter of 1879-’80 under the instruction of Messrs. E. Rose and G. E. Woodman, as during the previous year, with marked success. The character of the work merits high commendation. The attendance was as follows : Medhanical class — whole number, 70 ; average attend¬ ance, 35. Class in free hand drawing — whole number, 80; average attendance, 36. Worcester, Mass. — In this city the evening schools took the place of the apprentice schools. These apprentice schools were opened for the benefit of young men who had been indentured, and on the condition that they be sent to school a certain part of each year. In the course of time the apprentice system fell into disuse. There are, however, many yo ung men and women of little or no education who need to study, EVENING SCHOOLS. CCNLI and many of whom are glad to spend the winter evenings in this way. A part of them have moved into the State, and have not, therefore, had the privilege of the day- school ; others have left school at a very early age, and before the law for compulsory attendance was so strict or so well executed as now. Besides these — for whom the evening schools were established — there is a class of lawless idlers who flock into these schools without advantage to themselves and to the injury of the schools and of those who really wish to learn. This last class have made trouble in the schools ; they are found also in Boston and other cities. In order to meet this difficulty and conquer it, the committee on evening schools issued the following circular, which both states the case for those intending to be pupils and serves as a ticket of admission to the schools and a receipt for the deposit made : The evening schools have cost the city more than $2,000 each winter the past few years. They are kept for the benefit of persons over fifteen years old who have not had a good chance to go to school when young ; but a great many boys and girls who do not care to learn have flocked in. They have taken up the time of the teachers and of the scholars who try to learn, and they have dropped out as soon as they found they could not go to school for fun. Others have begun to go to school and have fallen out as soon as good skating or some other amusement comes along. In order to protect those who give their time and really wish to learn and to save the cost of keeping school without profit to the scholars, the committee now require a deposit of $1 from each pupil when he receives his ticket of admission. If he is stu¬ dious and orderly and is not absent except when he is absolutely obliged to bo. the money will be refunded at the end of about one month, or December 24. He can then renew his certificate for another month. The school will, therefore, cost nothing to those pupils who go regularly and make a business of it. Those who go once in a while for amusement will lose" the money deposited, and thus pay the city part of the cost incurred on their account. On the above terms this admits - , No. - street, to the - Street Evening School till December 24, 1880, unless he is sooner dismissed for misconduct. He has made the deposit of $1. Worcester, November , 1880. 11 - , Supt. of /Schools. December 24, 1880. This ticket is renewed till - , 188-. This ticket is renewed till - , 188-. On the first evening the attendance in each of the schools opened was as large as the average of last year; the number steadily increased, and there was not the least disorder or disturbance. The school has gone on from the first as well as it used to by the old plan after three or four weeks of irregularity. With scarcely an exception, the pupils have taken hold with a will and shown a disposition to improve their opportunities. The plan has eliminated all the idle and indifferent. In very few cases has the deposit been forfeited. It seems from the experience thus far that the difficulty solves itself, and with no hardship to any one. With reference to evening drawing schools Mr. Marble, the city superintendent, says: The classes are five in number: beginners and advanced class in free hand draw¬ ing and beginners and two advanced classes in instrumental drawing. The pupils of the advanced classes are largely from the classes of previous years; the interest is steady and continuous and the progress of the classes as a whole is very satisfactory. The advanced class has had lessons in perspective and in drawing from life. Paterson , N. J. — Superintendent Rogers, referring to evening schools in his report for 1880, says : From information obtained from the several principals, in addition to their monthly reports, the general conclusion reached in regard to these schools is that the results attained are by no means commensurate with the labor and money expended upon them. While some of the causes of this want of adequate success seem to baffle inves¬ tigation, others are quite apparent. The principal one is, undoubtedly, irregular attendance, as will be seen by referring to the tabulated statement. The blame of this most discouraging feature must rest almost entirely upon the pupils and parents. If there have been other causes of failure, they were not in the plan of organization. Teachers of varied and successful experience were employed, well lighted and comfortable rooms were furnished, everything essential in the way of materials was supplied; in fact, everything that experience or foresight could sug¬ gest was done to make these schools successful ; yet the result is by no means what was expected. E — XYI CCXLII REPORT OF THE COMMISSIONER OF EDUCATION. We turn -with pleasure to the evening high school. The work in drawing (per¬ formed this year has well borne out the promise of the previous one, and the interest in this very useful branch of education is increasing. With reference to the evening high school, William L. Bamher, president of the hoard, also says: The evening high school is an established feature in this city. The great advance¬ ment and proficiency made by the pupils attending this school since its organization have exceeded the most sanguine expectations, and it is not necessary to again call the attention of the board of education to give this school the proper support and en¬ couragement that it demands, as the school speaks well for itself without further com¬ ment. New York City. — In speaking of the evening high school, Mr. Walker, president of the hoard of education, says : The school opens every year on the first Monday evening in October and continues for one hundred and twenty nights, exclusive of all holidays. This institution fur¬ nishes instruction to a very large class of young and middle aged men who desire and need a knowledge of the more advanced studies. The students come from all parts of the city and represent almost every trade, profession, and calling. A very large ma¬ jority of them devote their time to some study which will he of practical use to them in their business, many of them having learned in the hard school of business experi¬ ence to know their wants. * * # * * * * The average attendance [for the session of 1880] was 1,054. The average age of the students was twenty years, the oldest being fifty and the youngest fourteen. There were seventy-six students who were present every evening during the term. * * * * # * # Students who make satisfactory improvements in study and who are not absent more than fifteen nights are entitled to certificates, and those who receive three annual certificates are entitled to diplomas. Four hundred and fifty certificates and forty- five diplomas were awarded at the close of the term. Detroit , Mich. — The report for 1880 states that the results of the evening schools have fully justified their establishment. Many boys and young men whose circum¬ stances prevented their attendance on the day schools have attended year after year and made excellent progress in securing the advantages of a good English education. Hereafter special and ample provision should be made for them, it is urged, in the yearly estimates of the board, and they should be regarded as a well established part of the educational system. San Francisco , Cal. — A glance at the tabulated reports, Superintendent Taylor says, will show that hundreds of young men and women who are occupied in various voca¬ tions during the day resort regularly to these classes, and strive earnestly to obtain knowledge which will increase their working power and will help to elevate them in the world. Speaking of the introduction of Spanish he adds : The establishment of classes for the teaching of the Spanish language in the even¬ ing classes seems cordially to have met the public approval. The comparatively small expenditure involved will be returned to the city in the near future a thousandfold. The great interest which has arisen with regard to our commercial relations with Mexico and the other Spanish- American republics, the increasing facilities of travel and transportation in that direction, the growing feeling in Mexico in favor of more extended intercourse with the United States, all warrant the hope and expectation that in a few years our city will control a much larger proportion of the trade with these republics than is now apportioned to the whole United States. Further particulars with reference to the number and location of evening schools will be found under City School Systems in the abstracts. UNITED STATES ARMY POST SCHOOLS. In 1866 General Garfield proposed a new section to the Army bill, then pending, as follows : And be it further enacted, That whenever troops are serving at any post, garrison, or permanent camp, there shall be established a school, where all enlisted men may be ARMY SCHOOLS. CCXLIII provided with instruction in the common English branches of education, and espe¬ cially in the history of the United States ; and the Secretary of War is authorized and directed to detail such commissioned aud non-commissioned officers as may be neces¬ sary to carry out the provisions of this section. In the speech by which he supported this proposition General Garfield dwelt upon the evil effects of the idleness in which soldiers pass the time spent in camps and at posts and garrisons and expressed the conviction that the pursuit of knowledge and the interests to which it leads would prove the most effectual remedy. The proposed section was added to the bill, and became a law July 28, 1866, forming the substance of section 1231 of the Revised Statutes. Action in accordance with this law was postponed until 1877, when, by order of the Secretary of War, a board of officers, consisting of the Quartermaster General, the Adjutant General, and the Judge Advocate General, was convened to devise some plan for carrying out its provisions. Their report was approved by the Secretary, and announced to the Army in General Orders No. 24, issued from the Adjutant Gen¬ eral’s Office May 18, 1878. The following is the report of the work up to date, as furnished by the honorable Secretary of War through your office : Headquarters Army of the United States, Washington , D. C., November 4, 1880. Sir: * * * In compliance with General Orders No. 24, Headquarters of the Army, Adjutant General’s Office, Washington, May 18, 1878, immediate measures were taken at nearly all the permanent military posts toward the establishment of schools for the purpose of promoting the intelligence of the enlisted men and of affording education to the children of officers, enlisted men, and civilians at the remote frontier posts, where facilities in that direction had not been provided. Requisitions for the con¬ struction of suitable buildings for chapel, school, and library were at once forwarded by post commanders aud approved by the War Department whenever funds for the purpose were available. Since the promulgation of General Orders No. 24 of 1878, the construction of build¬ ings for school and religious purposes was authorized by the honorable Secretary of War as follows: Posts. Designation. Estimated cost. Little Poclr, Ark . Port Wingate, N. Mex - Port Monroe, Ya . Port Walla Walla, Wasli . Port Washakie, Wyo . Port Bayard, N. Mex ..... . Port Townsend, Wash Port Keogh, Mont . Port McHenry, Md . Port Grant, Ariz . Port Meade, Dak . Port Mackinac, Mich . Port Brady, Mich . Port Reno, Ind. Ter . Port Preble, Me . Port Hall, Idaho . Presidio, Cal . Port Bowie, Ariz . Port Verde, Ariz . Camp Huachuca, Ariz Port Elliott, Tex . Port Brown, Tex . Port Bois6, Idaho . Port Marcy, N. Mex . Port Coeur d’Alene, Idaho Port Halleck, Nev . Fort Sisseton, Dak . Port Custer, Mont . Port Supply, Ind. Ter . Reading room . Reading room, &c . School room . School-house . . School room . . Reading room, &c . School room, &c . School room, &c . Reading room, &c . Reading room, &c.. . . Reading room, &c . Reading room, &c . School-house . School room, &c . . School-house, & c . School-house, &c . School-house . . . School-house, &c . School-house, &c . . School-house . . School room, &c . . School room and library . School room and library . School -house . Chapel, school, and library . School, reading room, and library . School-house . Chapel and reading room . Chapel, school, and reading room $1, 000 00 572 00 3, 000 00 300 00 2, 440 00 707 00 983 00 548 00 1, 350 00 1,500 00 958 00 1,200 00 1, 000 00 775 00 1, 546 00 1, 000 00 1, 589 00 977 00 1, 500 00 236 00 1, 090 00 1, 500 00 1, 355 00 800 00 1, 500 00 404 84 375 00 1,179 00 2, 323 00 Great difficulty has been experienced in the selection of enlisted men suitable to perform duty as teachers, and at numerous posts schools could not be established, and, if so, were discontinued on account of having no men available to teach. Enlisted CCXLIY REPORT OF THE COMMISSIONER OF EDUCATION. men detailed as teachers receive 35 cents per diem extra pay. They are subject to mili¬ tary discipline as other soldiers, and are liable to be called upon to perform active service at any time. Normal schools for the preparation as teachers of enlisted men possess¬ ing the inclination and necessary qualifications to become such are in operation at Columbus Barracks, Ohio, and David’s Island, N. Y., depots of the general recruiting service. Men selected for teachers in the post schools should understand the rudi¬ ments of common school education, be conversant with reading, writing, and arith¬ metic, and possess a fair knowledge of geography, grammar, and history. They must be able to demonstrate clearly and in plain language the subjects before them. Newspapers and periodicals are furnished by the Quartermaster’s Department on the application of post commanders, each post receiving a pro rata share in accordance with its strength of garrison. School books are furnished in lieu of periodicals. On my request Chaplain George G. Mullins, Twenty-fifth Infantry, assistant in charge of education in the Army, was directed to visit the posts in the department of Texas, with the view of inspecting the Army schools. His reports are in general favor¬ able, but a number of schools are retarded by the absence of suitable teachers. The following exhibit shows the average attendance during the fiscal years 1878-79 and 1879-’80 : Posts. 1878-79. 1879-’80. Posts. 1878-79. 1879-’80. Enlisted men. Children. Enlisted men. Children. Enlisted m6n. 1 Children. d © 3 © ’a Children. Port A. Lincoln, Dak . 40 25 40 26 Fort McHenry, Md . 10 Port Adams, B. I . 27 27 Port McIntosh, Tex . Alcatraz Island, Cal . 30 8 16 9 Port McPherson, Nebr _ 5 8 Angel Island, Cal. . . . 24 19 Port Meade, Dak . . . 30 30 Atlanta, G-a _ _ _ 27 Port Missoula, Mont _ _ _ 17 10 Port Barrancas, Fla _ 9 Fort Monroe, Ya . 40 80 40 82 Port Bayard, N. Mex . 14 10 12 Newport Barracks, Ely . 9 Port Bennett, Dak _ _ 15 Port Niagara, N. Y _ _ _ 6 10 10 Port Bowie, Ariz . 5 9 7 Port Omaha, Nebr . 29 Port Brown, Tex _ ... _ 8 23 5 12 Port Ontario, N. Y . 10 Port Buford, Dak . . 5 26 30 Port Pembina, Dak . 10 19 Port Cameron, Utah . . . . . ”9 16 8 17 Plattsburg Barracks, N. Y . 16 15 17 15 Port Canby, W ash _ _ _ 7 6 Point San Jos6, Cal . . 19 Port Clarke, Tex . . 76 80 Fort Preble, Me . 14 11 12 Port Coenr d’Alene, Idaho . . 7 Presidio, Cal . 17 Columbus Barracks, Ohio. . . . 10 19 Port Point, Cal . 4 14 Port Columbus, N. Y . 30 • 20 60 22 Port Bandall, Dak . 30 33 20 33 Port Concho, Tex . 42 37 70 35 Port Beno, Ind. Ter . 16 17 Port Custer, Mont . 23 25 Port Biley, Kans . 9 1 10 Port D. A. Bussell, Wyo . 36 Fort Binggold, Tex . 30 2 35 David’s Island, N. Y . 30 7 40 9 San Diego, Tex . . 1 4 Port Davis, Tex . . . 68 12 13 Port Shaw, Mont . 12 Port Dodge, Pans . . Camp Sheridan Nebr . 12 4 15 4 Port Douglas, Utah . . 25 6 28 Port Sidney, Nebr _ Port Duncan, Tex . 54 3 45 10 Port Sill, Ind. Ter . 15 20 15 24 Port Fred Steele, Wyo _ 26 29 Port Sisseton, Dak . 12 3 9 3 Port Gaston, Cal _ _ _ _ 4 8 3 8 Port Stanton N. Mex _ 12 5 13 2 Port Hale, Dak . 16 16 Port Stevens, Oreg . 11 1 Port Halleck, Nev... . 13 2 13 4 Port Stevenson, Dak . 30 6 1 6 6 Port Hamilton, N. Y _ 23 14 27 Port Stockton, Tex . . 60 3 60 2 Fort Harney, Oreg . 11 10 8 10 Fort Sully, Dak _ _ _ 3 13 10 21 Jefferson Barracks, Mo . 15 25 21 33 Port Totten, Dak . 11 1 11 12 Port Klamath, Oreg. _ _ _ _ 17 8 Port Townsend, W ash . . . 5 1 Fort T.npwai, Ida, bo _ _ _ 11 11 Fort Trumbull Conn ..... 1 9 1 9 Port Laramie, Wyo . 9 29 Fort Vancouver, Wash _ 5 26 14 34 Port Leavenworth, Kans .... 12 27 10 25 Port Wadsworth, N. Y . 11 8 12 13 Port Lewis, Colo . 14 5 Port Warren, Mass . . 15 4 15 Little Bock Barracks, Ark . . 7 1 9 Port Washakie, Wvo ...... 20 1 17 6 Port Logan, Mont . . 8 8 West Point, N. Y . . 1 31 168 Port Lowell, Ariz . 10 7 Port Wingate, N. Mex . 8 18 10 17 Port Lyon, Colo . 14 6 Willet’s Point, N. Y . 36 40 Port Mackinac, Mich . 10 18 14 8 Fort Y ates, Dak . _ _ _ 9 15 20 20 Madison Barracks, N. Y _ 4 8 Port McDermit, Nev . 8 Total average . 754 1, 039 955 1,340 I I am, sir, very respectfullv, your obedient servant, A. McD. McCOOK, Colonel and Aide-de-Camp in charge of education in the Army. Honorable Secretary of War, Washington, D. C. INDIAN SCHOOLS - SUMMER SCHOOLS. CCXLV SPECIAL SCHOOLS FOR INDIANS. In the winter of 1878-79, a letter from Martin B. Anderson, ll. d., the eminent presi¬ dent of Rochester University, who had been sojourning in Florida for his health, called my attention to certain educational facts connected with the imprisonment of 74 Indians, under Lieutenant Pratt, at Fort Augustine. These were the most savage and brutal criminals, selected from various Indian tribes that had been committing depredations upon the whites of the frontier. They were taken away from their sav¬ age associations and brought to this remote fort for punishment and to separate them from any further evil influences upon their people. Their treatment in the course of imprisonment by Lieutenant Pratt and its results impressed Dr. Anderson as specially deserving the consideration of educators and students of the Indian question. No better opinion upon such a subject could be secured, and I sought to obtain all the facts and observe the results. It appeared that before the Indians were withdrawn from Fort Sill, Lieutenant Pratt had suggested that the period of imprisonment should be employed to introduce proc¬ esses of training which might result in changing the character of the Indians before their release. When located at Fort Augustine, in the absence of soldiers, Lieutenant Pratt began to make use of the Indians for labor and guard duty, and they showed a measure of aptitude. Step by step he introduced them to new service and their interest increased. He began to trust them, and they responded with evidences of fidelity. In addition to training them in the various duties that offered about the fort he undertook to teach them letters. Miss Mather and other excellent persons joined in the effort. Abstract methods were avoided as far as possible. In the course of time there were various odd jobs and minor articles for which people were found willing to pay. This work gave the Indians another idea of reward. The lieutenant advised them in the use of their little earnings for their own benefit and taught them to save, thus training them in the notion of property. As the time for the end of their imprisonment drew near, Lieuten¬ ant Pratt began to talk with them about their return and their future, and a desire was manifested on their part to stay still longer among white men and learn more of civilized life, that they might thus go back to be of better service to their people. Various offers were made for their instruction, but that of General Armstrong at Hampton was accepted for those who decided to remain. Their introduction among the colored pupils of Hampton Institute created less shock than many anticipated. They were taught in letters, but also and specially in all the industries in which any training is afforded at the institute. The effort commending itself to the Commis¬ sioner of Indian Affairs and the honorable Secretary of the Interior, additional pupils have been secured for Hampton, and Lieutenant Pratt himself has occupied the bar¬ racks formerly in the possession of the Army at Carlisle, Pa., with a school of more than 150 boys and girls.1 There is also under consideration the opening of a similar school in Oregon, on grounds owned by the Pacific University, under the care of Captain Wilkinson. SUMMER SCHOOLS, &C. The record of educational progress would be incomplete without reference to the various classes of summer schools and courses of study. Many colleges and universities make provision for classes during the season, an arrangement of special advantage to teachers who are occupied with their school duties the rest of the year. The scientific expeditions and stations for investigation maintained by universities during the summer should be regarded as a regular part of their work. Each season offers to the student of science phenomena peculiar to itself; hence this department of study must be continuous if it is to be complete. Scientists other than those be¬ longing to the university corps who desire to profit by the facilities which the uni- 1 See the bulletin “ The Indian School at Carlisle Barracks,” Bureau of Education, 1880. CCXLYI REPORT OF THE COMMISSIONER OF EDUCATION. versities are able to provide for the work of investigation are often able to avail themselves of the summer arrangement. Thus the Chesapeake Zoological Laboratory of Johns Hopkius University, in its session of 1880, was supplied with working accom¬ modations for six investigators, which were used by three of the members of the academic staff of the university and three other gentlemen representing the Wiscon¬ sin State Normal School. The Chautauqua Literary and Scientific Circle reports a numerous membership and much work accomplished since its organization in 1878. The Concord School of Phi¬ losophy is a school for discussion rather than instruction, for the exercise of minds already trained rather than for the training of minds. As such it has given evidence of its power to stimulate thought and to excite and direct inquiry. Its hold upon public support and interest is already sufficient to give it an assured position among the agencies for the promotion of philosophy. ORGANIZED CHARITIES. Societies for organizing charitable relief connect themselves with the work of pub¬ lic education through the efforts made to gather the children of the dependent classes into the schools, to maintain Kindergarten for those below the legal school age, and to provide industrial training for those who are old enough to be prepared for self support. The protection of children through the agency of incorporated societies and the summer care of children have become prominent features of our public charities. The history of th ese several agencies was briefly outlined in my report for 1879. Information received since that date does not enable me to add materially to that statement. It can only be said that these efforts for the amelioration and elevation of the destitute classes have given new evidence during the year of wisdom, energy, and success in dealing with some of the most difficult problems of social life. SANITATION AND EDUCATION. School hygiene and the construction of hygienic school buildings are subjects which have justly attracted much attention during the year. So far as rural school archi¬ tecture is concerned, Circular of Information No. 4 of this Office for the present year contains a succinct and simple statement of the best and latest results of study and prac¬ tice. When school-houses for city schools are to be erected the problem becomes much more complicated. The increased value of land, the density of population, the artificial gradings of the surface, the presence of gas pipes, sewers, and imperfect water pipes, the vicinity of noisy or noxious factories, all serve as complications of the situation in each case. The architect and the school board must contend against these as well as the funds at their disposal and the resources of their arts will permit. Little is to be gained by a niggardly use of money or by a short sighted compliance with en¬ tirely unsuitable conditions. Avery interesting incident in the history of the year is the result of the competition in school-house plans organized by The Plumber and Sanitary Engineer in the latter part of 1879, under the following conditions : The designs are to be for a public school building to accommodate eight hundred pupils (400 boys and 400 girls), from six to fifteen years of age. The building is to be erected on a lot fronting north, of 100 feet front by 100 feet deep, and inclosed by buildings on adjoining lots at the sides and rear (of average city height, say four stories). It is to be constructed of brick, with floors of timber, and to have fire proof stair¬ cases. Provision is to be made for one exhibition or assembly room, to have seating capacity for the whole school, independent of platform space ; also, for a master’s or principal’s room, occupying not less than 150 square feet, and for a retiring room for female teachers, occupying not less than 150 square feet. There are to be separate entrances and class rooms for each sex. Each class room is to accommodate from 54 to 56 scholars, and each scholar is to SANITATION AND EDUCATION. CCXLYII have a separate desk. The position of teacher’s desk is to he shown on plans; also, the direction in which scholars face. No provision is to he made for the janitor’s family in the school building. The features which will have weight with the committee of award to whom the designs will be submitted will be (1) convenience of arrangement for school pur¬ poses, (2) security against fire and facility for egress, (3) distribution of light, (4) ventilation and heating, and (5) drainage aud other sanitary appointments. The American Architect and Building News, reviewing these conditions, remarks as follows: The number of scholars for whom accommodation is required by the programme seems to us altogether too large. No doubt this and the size of the lot were fixed upon as answering to the ordinary conditions of school-houses in great cities. But this is just one of the points where the ordinary conditions of school-houses want overhauling. No one thing in our school system, we believe, leads to greater imme¬ diate danger in case of disaster, or indirectly to more evils in association and manage¬ ment, than the hiving together of whole townfuls of children in a single building. Half the proposed number is as many as ought to be cast together in one city school- house; and we should say fewer rather than more. As far as we can judge without actual study of the problem, we should say that half the number was as many as the proposed lot would comfortably provide for. A hall to accommodate eight hundred scholars, with room for a stage and some visitors, ehould have an area of about five thousand feet, and this, in whichever story it was placed, would cover half the lot. With this must be fifteen or sixteen class rooms of, say, twenty-five by thirty feet, pretty high, with their long sides open to the light, besides teachers’ rooms, cloak rooms, &c., and separate corridors and stairways for boys and girls. The children need exercising yards, and for school rooms in an inclosed lot the width of an ordi¬ nary street — forty or fifty feet — is not too much open space to have before the windows in the lower story of a high building. The conditions, then, seem to require no less than three stories of class rooms, and probably an additional one for the exhibition, hall. But a school exhibition room should not, any more thau a theatre or concert hall, be lifted three or even two stories into the air, nor should scholars who have already climbed one or two stories be sent up twenty-five feet higher to find their rooms above it. We make a point of this, because we are convinced that the skying of children in the upper stories of high buildings, and crowding them by hundreds in close quarters, is one of the follies of our present system, to which public attention ought to be persistently directed, and against which such papers as the Sanitary En¬ gineer and the American Architect should lift up their voices. It would, in our opin¬ ion, have been wiser, instead of assuming the habitual conditions of over population in a city school-house and requiring the competitors to conform to them, to have made it one of the points in the problem to determine for how many children it was well to build a school-house on such a lot as was assumed. The perennial feat of put¬ ting a quart into a pint pot was essayed in the tenement house competition, and proved, as usual, impracticable. The committee of award, consisting of Messrs. Post and Ware, architects, Billings and Agnew, physicians, and Philbrick, educator, after assigning the prizes offered, remarked as follows: But the committee feel that if they were to stop with this they would not be doing their whole duty ; and they are compelled to declare that none of the plans submitted fulfil the requirements of a sanitary school building. The conditions imposed on the competitors were of such a character that it is prob¬ ably impossible to produce a plan which should be recommended as one to be con¬ structed. The committee then proceeded to present the qualifications they believed to be necessary for a public school building “ in a large and densely populated city:” (1) At least two adjoining sides of the building should be freely exposed to light and air, for which purpose they should be not less than 60 feet distant from any oppo¬ site building. (2) Not more than three of the floors should be occupied for class rooms. (3) In each class room not less than fifteen square feet of floor area should be allotted to each pupil. (4) In each class room the window space should not be less than one-fourth of the floor spaee, and the distance of the desk most remote from the window should not be more than one and one-half times the height of the top of the window from the floor. (5) The height of a class room should never exceed fourteen feet. (6) The provisions for ventilation should be such as to provide for each person in a class room not less than thirty cubic feet of fresh air per minute, which amount must be introduced and thoroughly distributed without creating unpleasant draughts CCXLYIII REPORT OF THE COMMISSIONER OF EDUCATION. or causing any two parts of the room to differ in temperature more than 2° F., or the maximum temperature to exceed 70c F. This means that for a class room to contain fifty-six pupils twenty-eight cubic feet of air per second should be continuously fur¬ nished, distributed, and removed during school sessions. The velocity of the incom¬ ing air should not exceed two feet per second at any point where it is liable to strike on the person. (7) The heating of the fresh air should be effected either by hot water or by low pressure steam. (8) The fresh air should be introduced near the windows ; the foul air should be removed by flues in the opposite wall. (9) Water closet accommodation for the pupils should be provided on each floor. (10) The building should not occupy more than half the lot. In regard to the first point, Dr. J. C. Lundy, of Detroit, Mich., is of the opinion that school buildings should be on spacious lots, separated from other buildings by a distance equal to twice the height of any building in the vicinity. Respecting the number of floors occupied, it is believed that for daily class work two stories are bet¬ ter than three. In connection with the third recommendation of the committee it may be mentioned that Dr. F. Winsor recommends 20 square feet for older pupils, and not less than 14 square feet for the youngest children, the room being 12 feet high. The proportionate size of the windows, when compared with the floor, should of course be greater in city buildings than is found necessary in country school-houses. In these last one-sixth of the floor area is considered quite enough. Dr. Lundy rec¬ ommends for city schools from three-tenths to one-half the floor area, according to the usual state of the atmosphere, the vicinity of buildings, &c. He believes that the windows should have square heads and that they should reach or nearly reach the ceiling. In this opinion the editor of the Architect coincides, saying that window sills should be at least four feet from the floor, rather than three feet, and that they should touch the cornice. The last mentioned writer also says that windows should be so placed as to promote, in due order, the lighting and ventilation of the building, its constructive convenience, and its architectural effect. Mr. Carl Pfeiffer, of New York City, says that ventilating apparatus should be used to drive pure air into rooms, as this is much more successful than drawing foul air out of them. Dr. H. T. Legler has pointed out the fact that forced ventilation does not require so much vertical height in school rooms for successful use as draught ventilation does. Dr. Winsor is of opinion that the entire volume of air in a room should be changed five or six times in every two hours, and that the outlet openings should measure seven square inches for every seat in the room. If draught ventila¬ tion be adopted he favors the heating of the air in the draught shaft sufficiently to withdraw air from rooms at the rate of two and a half feet a second. Nor does he think it usually necessary to keep the rooms at a temperature higher than 64° to 68° Fahrenheit. Mr. A. C. Martin would carry the ventilating shaft well up above the buildmg. It is to be hoped that the impulse given by this report will not be lost or wasted, and that sanitarians, architects, and educators will continue united efforts until all necessary problems in the construction of city school buildings are solved and the public is made familiar with the subject. The sanitation and hygienic management of schools received attention at the In¬ ternational Congress on Education in Brussels and at the International Congress on Hygiene at Turin in 1880. The action taken by the sixth section of the Brussels Con¬ gress may be summarized as follows : School rooms in day time should be lighted unilat¬ erally and from the left ; a school room for fifty pupils (the maximum number) should be 30 by 24 feet ; single desks and seats were emphatically approved ; for lighting evening schools lamps seem to have been preferred to other means, which is not to be wondered at when Faya has announced, as the result of experiments, that while an or¬ dinary coal -oil lamp produces as much carbonic acid gas as the respiration of three human beings an ordinary flat gas jet produces as much as five men and an argand gas burner as much as eight men. The congress also considered the now common practice in many European cities of inspecting the schools by properly trained medi- COLOR BLINDNESS AND MYOPIA. CCXLIX cal men, and expressed a wisli that the teaching corps should be placed under similar supervision; indeed the opinion seemed general that a medical officer would bo an ad¬ mirable adjunct to every superintendent’s office. Finally, with regard to the statis¬ tical researches which government should institute in order to ascertain the influence of schools on the physical development of children, the section concluded to petition: (1) That the Belgian government should take the initiative in establishing all over the country (according to the example set in Brussels) statistics of health in schools that shall bring to light the influence of the public schools on the health of children ; (2) that the recent establishment of medical commissions in Belgium, and especially the appointment of correspondents of those commissions, should be so organized that they may become so many centres of methodical research into the hygienic statistics of schools. (3) The section recommends a permanently established interchange of information and of documents relating to scholastic hygiene between different coun¬ tries. The fourth section of the Turin Congress was equally explicit in its opinion, the first resolution adopted as a result of Dr. Roth’s paper on “ Obligatory medical in¬ spection of schools” being “that periodical medical visits to all schools are indispen¬ sable.” The same gentleman, at a later session, read another effective paper on instruc¬ tion in hygiene in primary, secondary, and higher schools. Respecting the employment of minors in factories, &c., the section resolved “ that in all countries the age of admis¬ sion of children to work should be uniform, and that under no pretext whatever should any age less than twelve years be fixed as the minimum ; that in all countries the same number of working hours should be fixed by international treaties, in the interest of public health as well as of the intellectual development of children; and that persons under sixteen years of age should not be permitted to work at night in any country.” Dr. Javal, the distinguished French scientist, read a paper on the “ Con¬ struction of school rooms with special regard to the sight of children,” treating par¬ ticularly of astigmatism as a cause of short sight, recommending that school books be printed with large letters on yellowish paper (as first suggested by the late Mr. Charles Babbage), and advocating the lighting of school rooms from the east or west. The section approved the recommendation as to the printing and tinted paper of text books; did not favor school work by children in the evening; advocated instruction in domestic, private, and school hygiene in normal schools by competent physicians ; adopted a proposition that school studies and examinations should be discontinued during the hot weather, and also another on the necessity for nurses’ training schools, which will be more fully discussed at the next congress. In connection with the general subject of sanitation, allusion must be made to the outbreak of enteric or typhoid fever at Princeton, N. J., among some of the students of the college who were lodging or taking meals in certain unsanitary houses and build¬ ings. The earliest cases of illness were developed in April ; during this and the three following months, about forty cases and eight deaths occured. The State board of health, the citizens of Princeton, and the authorities of the college cooperated in cor¬ recting the hygienic faults which were the immediate cause of the outbreak. I am happy to be able to report that since the reassembling of the college after the summer vacation no new cases have been observed. COLOR BLINDNESS AND MYOPIA. The following statement is from the report of Dr. B. Joy Jeffries to the mayor and the school board of the city of Boston, relative to the work of testing the public school children of that city for color blindness. The tests were applied during the years 1879 and 1880, and the final report was submitted March 20, 1880: Schools for male students : 1 4,469 in number ; of these 608 were color blind, or 4.202 per cent. CCL REPORT OF THE COMMISSIONER OF EDUCATION. Schools for female students : 13,458 in number; of these 9 were color blind, or 0.066 per cent. W. H. Fitch, a. m., M. D., and F. H. Kimball, b. s., m. d., appointed to examine the eyes of the school children of Rockford, Ill., report as follows : There were 900 boys examined; 429 of them were of American and the remaining 471 of foreign parentage. There were 968 girls examined, with 531 of the number of American and 437 of foreign parentage. ******* We have divided all the scholars into five classes, depending upon age : Class 1, in¬ cluding those of 7 and 8 years; class 2, those of 9 and 10 years; class 3, those of 11 and 12 years; class 4, those of 13 and 14 years; and class 5, those of 15 and 16 years and those over. Each class is made to include two years, instead of one, in order to secure a greater number of cases and a consequent better average. Here we have arranged in a tabular form the results of this examination : Normal art school . Normal school . Latin school for girls ... Girls’ high school . All the high schools _ All the grammar schools School for deaf-mutes ... Boys. Girls. Classes. Per cent, of all myopic. Per cent, of Amer¬ icans myopic. Per cent, of for¬ eigners myopic. Per cent, of all myopic. Per cent, of Amer¬ icans myopic. Per cent, of for¬ eigners myopic. Class 1 . 0. 8 0. 0 1.3 3. 1 2. 0 4.2 Class 2 . . . . ... _ 3. 5 3. 8 3. 3 5. 9 7.3 4. 3 Class 3 . 2. 5 5. 4 0. 0 5. 5 6.7 4.7 Class 4 . 6. 3 6. 3 6.3 13. 0 15. 0 9. 8 Class 5 . . 17.7 18.5 16.6 16.8 15.8 21.0 The general results of the examination showed that among all the boys the per¬ centage of myopic was 3. 8 ; girls, 8. 3 ; boys of foreign parentage, 3 ; girls, 6. 6 ; boys of American parentage, 5. 4 ; girls, 9. 6; boys and girls of American parentage, 7. 7 ; boys and girls of foreign parentage, 4. 7. In the leading nations of Europe and in our own country, attention has been drawn to the evil effects of defective vision and color blindness among railroad employ6s and sea-going men. Many European governments and railroad corporations have enacted laws and adopted rules of control. Several railroad companies in the United States have appointed medical experts to apply the tests of color blindness to their employes. Our Government has recognized the importance of the shbject, as shown by the action of the three departments, Army, Navy, and Marine Hospital Service, in ordering the application of the tests of the color sense and visual power. The duty is intrusted to the medical officers of these several departments, who are provided with the manual published by B. Joy Jeffries, A. M., m. d. Dr. Jeffries recommends the method of test¬ ing originated by Professor Frithiof Holmgren, of Upsala, Sweden, and the use of the material which that gentleman employs in his examinations. Dr. Jeffries also recom¬ mends that a “systematic process of giving instruction in color, its names and shades, should be introduced in our primary schools.” PHYSIOLOGY OF READING AND WRITING. In recent numbers of the Revue Scientifique, Dr. Javal, of Paris, has given an abstract of his forthcoming work on the physiology of reading and writing. Dr. Javal is an esteemed writer, who has already made considerable contributions to this somewhat obscure but very important subject. Recognizing as a fact the unprece- PHYSIOLOGY OF BEADING. CCLI dented growth of myopia among school children and others, he distrusts the explana¬ tions of it commonly given ; for, while he does not approve the forms of school furni¬ ture in general use or the arrangements of school buildings in respect to lighting and does not ignore the influence of heredity, he thiuks these afford an inadequate explanation of the increase in visual infirmity which is unquestionably going on. Neither does he think it established that the degree of civilization of a people is to be measured by the number of nearsighted inhabitants, as has been maintained in Germany. Most of the authors who have written about school furniture have bestowed too much attention upon the regulations in regard to school furniture that have been officially promulgated; instead of insisting upon a centimetre more or less in the height of a seat or a degree or two in the slant of a desk, they should have perceived years ago that the principal causes of myopia are poorly printed books and bad methods of writing, and that scoliosis, or lateral curvature of the spine, is chiefly attributable to penmanship taught on principles contrary to physiology. Eesearches extending over a number of years have led him to seek in writing and typography (chiefly, of course, in typography) the real explanation of the growth of myopia, and he has accordingly undertaken in one of the articles alluded to an exam¬ ination of the different kinds of types in general use and considered their availability from a hygienic standpoint. After a concise account of the efforts of early type makers, he investigates the modus operandi of reading. 11 In reading,” he says, “ there is no time to examine each letter in all its parts ; so far is this from being the case that the eye travels along a perfectly horizontal line which cuts all the short letters (such as a, c, e, &c.) at a point just below the top, the other parts of the letters being seen indirectly and striking regions of the retina more or less distant from its centre. This fact is of importance in determining the shape to be adopted for type.” Dr. Javal cites a number of proofs in support of this proposition, the easiest of ap¬ plication being the following : Cover with a piece of paper the upper half of the short letters in a line of print and it will be found nearly impossible to read it, but if the upper half is left exposed and the lower concealed scarcely any difficulty will be ex¬ perienced. Moreover, taking into account the capitals and accented letters, there are out of 100 at least 8® letters rising above the upper portion of the short letters and only 15 falling below the line. This being the case it is desirable to give the letters such shapes that they may differ from one another as much as possible in the parts along which the line of vision travels. For more than a century there has been a strongly marked tendency among type founders to do just the reverse of this ; to secure a uniform appearance, the round letters a, c, e, o, and s have been flattened laterally, and the square letters rounded. Dr. Javal next makes a detailed examination of the form of all the letters of the alphabet and suggests modifications of them which he thinks it would be well to in¬ troduce. We need not follow him into this portion of the discussion, but it is suffi¬ cient to say that the letters which project above and below the line may advanta¬ geously be shortened ; that the spaces between the letters and between the different parts of letters like m and n may well be widened, and that various discriminations between letters that are characteristic of old types and that have been weakened in later times may properly be restored. It is to be remarked that there is a great dif¬ ference in respect of legibility between French types and those in use in England and America, the former being narrower and therefore much harder to read. Putting spaces between the lines Dr. Javal thinks a question of looks only, as no increase of legibility is the result of this expensive practice. He thinks therefore that leaded type should be used only in books in which the consideration of elegance has taken precedence of that of cost. Increasing the spaces between the letters, however, is of the greatest importance, as will be perceived from these lines, in which a piece of paper has been placed between each letter. CCLII REPORT OF THE COMMISSIONER OF EDUCATION. After describing tbe types now in use and showing the influence of the cost of com¬ position in producing the present objectionable forms, Dr. Javal offers a specimen of the type which .he thinks most nearly meets the requirements of the case, which is to increase legibility without diminishing the number of letters contained on a page. The type in which this is printed is as close an imitation of that specimen as we can give. In the other article of Dr. Javal, to which allusion has been made, there is a brief account of the influence of the instruments used in writing on its present condition. A summary is here presented in a translation. Any methodical study of the principles of waiting should be preceded by a historical account. We cannot give here even a brief summary of that history, which we have sketched elsewhere, but we will review the material causes which, independent of the changes in taste and systematic returns to antiquity, appear to us to have exerted a preponderating influence on the development of penmanship. These causes are the changes in the cost of paper, the improvements in the pen, and the use of spectacles. The price of paper has played an important part in the transformations of penman¬ ship. Thus at the same epoch the running hand was used on the papyrus of charters while the parchment of the codices contained only uncials very eompactly pressed to¬ gether, without projections, in order to bring the lines closer to one another. Abbre¬ viations of all kinds were adopted to economize the precious skin and every means was used to profit by all the space. The invention of rag paper does not extend back beyond the thirteenth century, so, with rare exceptions, the practice of separating the words came into vogue later. For the same reason projecting letters, with long loops and stems, are of comparatively recent date ; nobody was rich enough to indulge in the luxury of the long letters which characterized the writing done in the office of the pontifical chancellor. There is nothing the price of which has fallen so much as paper. The result is that no attention is paid to the space occupied in writing. But while in the nineteenth century the waste of paper is nothing to the writer, it is quite different with the pub¬ lisher. The waste is here multiplied by the number of the edition, and this circum¬ stance is enough to explain how it is that since the invention of printing, while writing constantly has become larger, the size of type has gradually diminished, so that the identity in size between written and printed characters survived Gutenberg’s inven¬ tion only a few years. The pen has had a notable influence on the appearance of writing. The goose quill appeared towards the middle of the seventh century ; at first this innovation hardly modified the appearance of writing. Indeed, like the reed, the quill was fashioned similarly to those still used in writing the Gothic or round hand; its elasticity served alike for shading the top of the straight strokes (as may be seen in certain English manuscripts of the seventh century) and for rounding the heavy parts of the shaded letters, thus making them resemble Roman capitals ; but essentially the general ap¬ pearance remained that of the manuscripts written with the reed of the ancients. The broad points of the reed and of the quill led to the shading of uncial letters and afterwards of Roman capitals. Indeed, to write faster, the copyist of antiquity and the monk of the middle ages tried to write the characters with a continuous stroke ; moreover, to avoid the ungraceful slope of the running hand, it was necessary to hold the elbow far away from the side. In this position, if you write an M, you will notice that the fine lines are made in going up and the heavy lines in coming down ; if you write an O, you will be very likely to make the first shading too low, and the second too high for symmetry. Nothing is easier than to multiply examples of this. It is the square shape of the nib of the pen which brought about Gothic writing. To be convinced of this it is only necessary to attempt to make Gothic letters with a brush, a pencil, or an ordinary pen. In spite of the writer’s efforts the result wilhibe ' greatly inferior to that obtained by means of a stub pen. The use of a coarse quill, cut obliquely, resulted in the appearance of the chirography known as running hand and bastard hand. PHYSIOLOGY OF WRITING. CCLIII In the round the heavy strokes are exactly vertical. According to penmen, in tak¬ ing as unity the breadth of the point of the pen, the letter u should be written in a square the sides of which measure five points, so that the blank between the strokes measures three points. Scarcely any difference is made between u and n, the upright strokes, equally square at the top, being a little more rounded at the bottom for the u than for the n. The running hand differs from the round only by the inclination or slope, which in the handsomest models is such that the shading forms the diagonal of a rectangle whose breadth is three points and height four points, from which it results that the length of the straight lines is V32 + 42 = \/25 = 5. It is evident, therefore, that the upright strokes in a running hand written between parallels four millimetres apart are equal to those of a round hand written between parallels five millimetres apart. [The millimetre is .03937 of an inch.] The bastard hand differs principally from the running hand in the arrangement of the round parts, which, instead of always being at the bottom of the strokes, are dis¬ tributed as in the small letters of the italic or in the modern English. The pointed shape of the goose quill, in fact, produced the English style so univer¬ sally used in our time; it is distinguished by the length of the looped letters and by the absence of ascending shaded strokes, which our fine steel pens do not enable us to make. The general adoption of the English style is a result of the use of steel pens. The invention of spectacles, which dates from the end of the thirteenth century, greatly contributed to the rapid decrease of the size of handwriting that has taken place ; the growth of shortsightedness, especially among literary people, necessarily made itself felt in the same way, so that the nearsightedness of some, which permitted them to write smaller than was proper, has brought on nearsightedness among those who are obliged to read their writing. It may be that this double action of shortsightedness and of convex spectacles has reached its maximum; for the use of convex glasses has become a fixed habit with us, and shortsighted people, in writing, are beginning to use concave glasses to counter¬ act their defect. Dr. Javal next inquires whether modern chirography should be accepted as it is. He thinks not, and suggests a number of changes that he thinks may be easily made which would render writing at once more rapid and more legible than it is now. His principal suggestion in the interest of legibility is that children should be taught to “preserve the individuality of each letter,” that is, the interval between the letters should be made greater than the width of the letters themselves. He also advises that the dots for the i’s, the crosses for the t’s, and accents should be added after the entire matter is written. “ By omitting points and accents it is easy to take (currente calamo) notes of a lecture or an abstract of the liveliest discussion, and these signs may be added at leisure when the matter is revised. This system has the advantage of enabling us to tell at a glance whether a page of our writing has been revised or not ; we write with regularity and rapidity, and later we increase legibility without the loss of time, when we read the matter over, by the addition of the points and accents.” Analyzing the movements of a rapid writer, Dr. Javal finds that “he places his el¬ bow on the edge of the table, so that while he uses a narrow sheet the elbow is at rest and the line of writing is not a straight line, but the arc of a circle having for radius the length of the forearm increased by that of the hand and of the part of the pen which extends beyond the fiugers. * * * This immovability of the elbow is favorable to rapid writing, for the rotation of the forearm takes place gradually, without requiring the least time, while a stoppage necessarily occurs when the whole arm is shifted to carry the pen over the entire length of the line. Another advantage of this plan is that the straightness of the line is preserved automatically; with the elbow well sup¬ ported nothing is easier than to write perfectly straight with one’s eyes closed. When the line is long it is impossible to fill it without changing the position of the arm at CCLIV REPORT OF THE COMMISSIONER OF EDUCATION. least once, and the necessity for a repetition of these changes is proportionate to the length of the paper and the shortness of the forearm. It is perhaps on this account that we find fashion gradually diminishing the size of writing papers and ladies pre¬ ferring a paper smaller than that used by men.” Resting the forearm on the edge of the table involves a particular position of the paper, namely, nearly perpendicular to the table. Dr. Java! concedes that objection may be made to this on the ground of the position of the body. “ It allows us to write with our eyes closed, it is true ; but we prefer to write with them open, and in putting in the points and accents we necessarily use them. Now, for very complex physiological reasons our eyes are disinclined to run along oblique lines, so that the people who write as we suggest continually bend the head down toward the left in order to get the writing and their eyes into the same line.” This he thinks is but a slight drawback for adults, in whom malformations of the body are scarcely any longer to be feared. In view of the prevalence among certain classes of what is known as “au¬ thors’ stoop,” it maybe doubted whether the doctor has not underestimated the evil effects on grown persons of this habit of writing; and he advises something entirely different for children. With the child the facts are different, and we shall try to set forth the results. It must be first noticed that, because of the need of having children write large letters, very wide copy-books must be given them, as, because the forearm of the child is much shorter than that of the adult, the elbow cannot be used as a pivot, and there is no reason for inclining the paper. Then let us place the copy-book parallel to the edge of the table. At once the movements of the wrist and fingers will produce a writing without appreciable slope ; we do not see that this is objectionable, and we accept absolutely in relation to this Fahrner’s opinion, which has been successively adopted by Dr. Gross and Dr. Cohn. On the contrary, for children we reject the oblique position of the copy-book, advocated in 1870 by Dr. Ellinger, and since by Dr. Dally, for Fahrner has proved that the oblique position of the lines involves the inclination of the head, which reacts gradually on the position of the whole body. The copy-book held obliquely to the left, as we have just explained, causes the head to lean to the left except in the case of people blind in one eye. The rest of the body follows this movement so as to avoid craning the neck and to bring the centre of gravity to the right. The copy-book held obliquely, therefore, tends to produce a lateral curva¬ ture of the spine, with the concavity on the left side, as it was observed thirty years ago. What is called the English style produces a curvature the opposite of the preced¬ ing, its mechanism being quite different ; indeed, in requiring slanting writing on a copy-book held straight, the teacher requires a thing which is contrary to nature; it is not enough to put the elbow against the body, it is necessary to put it into the body, and the unhappy scholar is obliged to push in his right side to lodge his elbow, which leads him to lower his right shoulder, and rest the entire weight of his body on his left side. These two things, a straight copy-book and slanting writing, are mutually exclusive; a choice must be made under penalty of spinal curvature. In some neighboring countries, to avoid spinal curvature, the children are re¬ quired to write a part of the day with the left hand; it seems to us that the adoption of the straight hand will encounter fewer obstacles. As to the children who are afflicted by the modem spinal curvature with a concavity on the right, it will be suf¬ ficient in most cases to have them write on a copy-book greatly slanted, to cure them rapidly ; it is probably thus that most men involuntarily correct the deviations from nature that they contracted on the school benches in their youth. In discussing the question of the age at which the change should be made from one system to the other, Dr. Javal thinks it may generally be left to individual experience; only, if it is forbidden to young children, he then believes scoliosis will no longer be acquired in school and that the number of shortsighted persons will be decreased. SCHOOL GROUNDS - TAXATION. CCLV Referring, as lie concludes, to the use of pencils, either for slates or paper, Dr. Javal says: In making characters that are less legible and give a reflection, in making the hand heavy and permitting a position in writing which must be abandoned when a pen begins to be used, the pencil is to be avoided. Shall we mention the angle to be given to the desk? This is a trifle in comparison with the capital question of the slope to be given to the writing. We repeat, perpendicular writing on a copy-book held straight up is for scholars an absolute specific against scoliosis, and is very favora¬ ble to the preservation of sight ; for an adult, sloped writing on paper inclined at an angle of about 45° alone xiermits rapidity, and should be allowed when the use of ruled paper is given up. SCHOOL-HOUSE GROUNDS. In cities land is dear and school moneys do not come by magic. As a consequence space is economized at the sacrifice of hygienic conditions. A lofty structure wedged in between other high buildings is no unusual model of a city school-house. In such houses the health of pupils, especially of girls, is endangered by the daily strain of mounting the stairs, and the eyes are injured by unfavorable lights ; play grounds are small or entirely wanting, and the street becomes the substitute. Fortunately some cities early selected lots, or entire squares, and secured them prospectively for school purposes. Their economy and wisdom are above all praise. In country districts, where land is cheap and where large, healthful, and beautiful sites can be readily secured, ignorance or criminal indifference frequently leads to the selection of unsuitable locations for school purposes. The country school-house is often built too near the highway to allow space for free play or is placed in marshy lands perilous to the health of pupils and of teachers. Public attention has in some measure been aroused to these evils, and parents are on the alert to see that school-house grounds are healthful and attractive. Why should not every country school-house have an acre of ground ? This would allow the house to be placed at a suitable distance from the street, the outhouses to be properly located and protected, ample play-grounds to be arranged for the girls and boys, and space for the cultivation of flowers, shrubs., and trees.1 Trees should not be planted too near the building to interrupt the free access of the sunlight to the school-house and to the soil in close proximity to it. The grounds should offer no opportunity for standing pools of water, and if necessary should be underdrained. ' If every country school-house answered these conditions of health and taste, how much more beneficent would be their influence upon the young! The intelligent teacher would find in the trees, shrubs, and flowers adorning the grounds subjects for interesting lessons, and the children would share with enthusiasm the care and cul¬ tivation of these objects of beauty and delight. EXEMPTION OF SCHOOL PROPERTY FROM TAXATION. The exemption of school property is either determined by the constitution of each State or else impliedly or expressly delegated by it to the legislative body. The States whose constitutions prescribe the rule of exemption are Arkansas, California, Kansas, Louisiana, Minnesota, Missouri, Ohio, and Pennsylvania. The property which is exempted is, in Pennsylvania, public property used for public purposes, which in¬ cludes schools aided by the Commonwealth; in Ohio, public school-houses, by which is meant “such as belong to the public and are designed for schools established and conducted under public authority.” The term has been made to cover not only the houses themselves but their furniture and the books properly belonging with them. 1 Hon. B. G. Northrop, secretary of the board of education of the State of Connecticut, has given special attention to the beautifying of country villages, including the embellishment of the grounds of the village school-house. The Michigan State Pomological Society, in their report for 1879, devote con¬ siderable space to the embellishment of country school-house grounds. See also the chapter on “Sur¬ roundings of country school-houses,” in Rural School Architecture, Bureau of Education Circular of Information No. 4, 1880. CCLVI EEPOET OF THE COMMISSIONEE OF EDUCATION. In California property nsecl exclusively for public schools is required to be exempted. In Missouri, lots in incorporated cities or towns, or within one mile of the limits of any such city or town, to the extent of one acre, and lots of one mile or more distant from such cities or towns, to the extent of five acres, with the buildb gs thereon, may be exempted from taxation when the same are used exclusively for regions worship, for schools, or for purposes purely charitable. In Minnesota, public school-houses, academies, colleges, universities, and all seminaries of learning are exempted from taxation ; in Arkansas, school buildings and apparatus, libraries, and grounds used ex¬ clusively for school purposes; and in Kansas and Louisiana, all property used exclu¬ sively for educational or school purposes. The constitution of Colorado exempts lots, with the buildings thereon, used exclusively for schools, “unless otherwise provided by general law;” and that of South Carolina requires the general assembly to enact laws for the exemption of public schools, colleges, and institutions of learning, pro¬ vided the exemption shall not extend beyond the buildings and premises actually occu¬ pied. In the other States the exemption of school property is a matter for indepen¬ dent legislative action, though many constitutions give special permission to legisla¬ tures to exempt property of certain kinds or property used for specific purposes. The latest compilations of the statutes of the several States show substantially the laws regulating the exemption of school property as they now exist. There may have been a feAv changes, but it is not a subject upon which there has been much fluctuat¬ ing legislation. In Illinois, Maine, Maryland, Massachusetts, Mississippi, North Caro¬ lina, Oregon, South Carolina, and West Virginia, all school property, with some few limitations, has been exempted. In Maine and Maryland all the property of liter¬ ary institutions is designated as exempt. In Illinois this broad exemption is limited by the provision that it shall not extend to real estate leased or otherwise used with a view to profit. In Massachusetts exemption of real estate does not extend beyond that occupied by the educational institutions and their officers for corporate purposes. In Mississippi it extends, not only to property used for the benefit and support of in¬ stitutions for the education of youth, but also to that held and occupied by the trust¬ ees of schools and school lands for the use of public schools. The statute which was enacted in South Carolina in obedience to the requirement of the constitution previ¬ ously mentioned exempts the following: All public schools and the grounds actually occupied by them, not exceeding in any case three acres ; all incorporated public colleges, academies, and institutions of learn¬ ing, with the funds provided for their support and the grounds and buildings actually occupied by them and not used with a view to pecuniary profit ; but this provision shall not extend to leasehold estates held by others under the authority of any college or other institution of learning ; all real and personal property the rents, issues, in¬ comes, and profits of which have been given or shall be given to any city, town, village, school district, or subdistrict in this State exclusively for the endowment or support of public schools therein, so long as such property or the rents, issues, income, or profits thereof shall be used or applied exclusively for the support of free education in said schools by such city, town, village, district, or subdistrict. The exemption of school property is almost as general in Iowa, Kentucky, Michigan, Minnesota, Nebraska, Nevada, New Jersey, New York, and Texas as in the States pre¬ viously mentioned. In all of them, buildings, grounds, and furniture are exempt so far as they are actually necessary for the use and enjoyment of the institutions owning them. Books or libraries are expressly included in the exempt property in all these States except Nevada, New Jersey, and New York; and apparatus, equipments, or other general terms are used in all these States to designate personal property commonly found in schools, and which is usually exempted by direct words or by implication. The exemption of these kinds of property is on condition oftentimes that they be used for strictly educational purposes and be not in excess of specified amounts. The real estate exempted is limited to three acres in Nebraska and five acres in Kentucky and New Jersey. In Minnesota, Nevada, and New York it must be immediately connected with the buildings of the institution to which it belongs. In Connecticut, Georgia, New Hampshire, and Vermont it is known that the buildings of educational institu- SCHOOL LITIGATION. CCLYII tions are exempt, and it is to be presumed that the term “buildings” includes the lots upon which they are erected. In Florida and Indiana public school property is exempted. The laws in Rhode Island and Wisconsin have peculiar features which will best be understood by presenting them verbatim. The law of Rhode Island ex¬ empts “buildings for free public schools, buildings for religious worship, and the land upon which they stand and immediately surrounding the same to an extent not ex¬ ceeding one acre, so far as said buildings and land are occupied and used exclusively for religious or educational purposes ; the estates, persons, and families of the presi¬ dent and professors, for the time being, of Brown University, for not more than ten thousand dollars for each such officer, his estate, person, and family included.” In Wisconsin exemption extends to “personal property owned by any religious, scientific, literary, or benevolent association, used exclusively for the purposes of such association, and the real property, if not leased or not otherwise used for pecuniary profit, necessary for the location and convenience of the buildings of such association and embracing the same, not exceeding ten acres, and the lands reserved for grounds of a chartered college or university, not exceeding forty acres.” LITIGATION IN SCHOOL MATTERS. The amount of litigation in which school officials are involved is not large compared with the persons over whom they exercise authority or considered with regard to the property in their care or the money which passes through their hands. The greater part of the questions in controversy are settled by school authorities, to whom judicial powers are oftentimes given. In Maryland the decisions of the board of education are final and conclusive. Usually the decisions of such bodies on questions within their jurisdiction, though not final, have great weight with courts and will not be overruled unless clearly contrary to law; consequently only a small proportion of the cases actually arising appear in court instates where school questions can be decided by school officials. Yet a sufficient number are found in the reports of the courts of the various States to show the causes for which suits are brought. The most common action is for breach of contract with teachers, builders, or others. It is not remarkable that these actions are frequent, for the officers of school districts are oftener chosen from among the laboring classes than from those who have made a study of the intricate law of contracts and its application to school affairs. The in¬ tentional misapplication of funds is rarely before the courts. This is substantial tes¬ timony to the integrity of school officers. Committees and boards of education are more liable to commit errors by exceeding their powers than in any other way. This is often the result of circumstances. They have the oversight of all the interests in education not specially delegated to other officers. In cases of emergency it is they who must act. It is impossible for legislators to foresee all exigencies which may arise or direct what may be or may not be done on their occurrence. Much must be left to personal discretion. The enforcing of a rule for the conduct of scholars, the dismissal of a teacher, failure to repair a school-house, or an unusual expenditure of money may involve questions which only courts can decide, though no school officer can be blamed. Legislatures may go beyond their powers in attempting to regulate these matters, but the legislative acts most frequently reviewed by courts are those which interfere with established districts, provide a school fund in excess of the requirements of the constitution, or direct an expenditure of school moneys for purposes collateral to those specified. Teachers are brought into suits on account of negligence in obtaining licenses to teach and bring suits for the recovery of wages in cases where the contract for services has not been carried out as they expected. The cases which grow out of the infliction of corporal punishment usually appear in justices’ courts or are confined to unreported criminal proceedings. Some are carried to the superior courts. The opinions rendered there indicate that a failure to exercise discretion in chastising is liable to result in E — XYII CCLVIII REPORT OF THE COMMISSIONER OF EDUCATION. serious consequences to the teachers. This is not the usual outcome of such suits. It is offcener found that the person bringing suit is acting under a misconception of the punishment inflicted and the injury done. There are causes of litigation peculiar to States or sections. In Maine, and in fact in most of the older States, the alteration and division of school districts are prolific sources of contention. In Pennsylvania many questions about the levying of taxes have arisen. In New Jersey the failure of district meetings to comply with the rigid formalities required by statute has opened the way for numerous disputes. In Indiana each civil township and each incorporated town or city is a distinct municipal corpo¬ ration for school purposes. The interposition of the courts has been necessary in order to tell in what respects these civil and school townships, occupying the same territory and having a portion of their officers in common, are distinct. In the extreme West school lands have been objects cf contention. In Virginia all recent cases affecting school matters involve questions connected with the State debt. Elsewhere in the South there has been almost no litigation on educational affairs since the war. Suits involving school officials seem to increase with the interest taken in schools. They have been especially numerous in Iowa, Illinois, Michigan, and Massachusetts. On the other hand, a few States which stand in the front rank educationally have been almost free from these evidences of school troubles. Incomplete, defective, or exacting laws are principal causes of litigation, and when any part of the school law is frequently before the courts the presumption is that it is either unequal, or oppressive, or unintelligible, and should be amended or repealed. By changing such statutes much may be done to lessen individual grievances and popular complaint and to make it easier for those administering educational affairs to maintain that peace with all men which is necessary to the prosperity and useful¬ ness of the schools whose interests are in their keeping. INSTRUCTION IN FORESTRY.1 In the report of this Office for 1879 attention was called to the growing importance of the subject of forestry, and reasons were stated justifying a belief that it would ere long attract the notice of educators as a subject to be taught in our schools, or at least in our higher institutions of learning and in colleges, at no distant day. This result is already beginning to „be realized, and in several of our agricultural colleges practical arboriculture is receiving attention. The State Agricultural Col¬ lege at Lansing, Mich., has a labelled arboretum well started and a large number of native and exotic trees under cultivation. We cannot too strongly urge upon those intrusted with the care of these higher in¬ stitutions the great advantages that would be derived from having planted upon their grounds, and in groups arranged according to their natural orders, properly labelled specimens of growing trees, including as wide a range of species as the soil and climate would allow. Such plantations would serve a double purpose ; for while they afford a convenient means for rendering the students familiar with the names and the characteristic forms and habits of particular species, and for fixing in their minds the distinctive differ¬ ences between them,'’ they would, at the same time, be adding to our knowledge of the range of possible cultivation of the various species and the regions where they can be grown with most profit. In any system of experimental researches that may hereafter be undertaken by the Government with a view of acclimatizing exotic trees and plants, the cooperation of our American colleges, and especially of those that have gardens and farms connected with them, will undoubtedly be asked, and they can thus contribute to the success of these inquiries in a manner at once pleasant and profitable. In European countries, a certain degree of instruction in forestry, at least to the 1 See Report on Forestry (Agricultural Department), by Dr. F. B. Hougb, one of the most thorough students of this subject and entirely conversant with the facts in this country and Europe. INSTRUCTION IN FORESTRY. CCLIX extent of imparting correct ideas on the importance of woodlands and the rights and duties of the citizen in their protection, is given in the public schools. In a country like ours, where the land belongs to private owners and where the future supplies of timber must be grown upon these lands, a time must come when these duties will become of far greater importance than we now realize. If the call for this instruction were now made, the first difficulty felt would be the want of teachers competent to instruct. The subject, therefore, claims the notice of. those having charge of our normal schools. The greatest difficulty in the beginning, even there and in our colleges, would be to find professors who are themselves qualified for teaching this science. Until special provision could be made for supplying this want, courses of lectures might be secured by persons who have taken special care to fit themselves for this service and who thoroughly understand the question in all its bearings. SCHOOLS OF FORESTRY IN EUROPE. Instruction in forestry is given in special schools of forestry and in forestry depart¬ ments connected with universities and higher technical schools. The following schools and departments are in operation at present : (1) Prussia. — ( a ) The Royal Forest Academy at Neustadt-Eberswalde : This school was established in 1830. The course of study covers two years and a half. Every candi¬ date for admission to the academy must be in possession of a graduation certificate from a Gymnasium or a Realschule of the first order, and not be over 25 years of age. The school has a director, 14 professors, and a number of assistants. In 1876 the number of students was 57. (&) The Royal Forest Academy at Miiuden : This school was established in 1868. The teaching corps consists of a director, 10 professors, and several assistants. The number of students was 78 in 1876. (c) The Forestry School at Gross-Schonebeck and the forestry courses to the For¬ ester-Battalion in the army : This school and these courses are intended for the train¬ ing of lower forest officials. At Gross-Schonebeck instruction is given by 4 professors, and the courses to the Forester-Battalion are given by 11 professors, nearly all of whom are practical foresters. (2) Bavaria. — Bavaria has a Forest Academy at Aschafienburg, with a director and 7 professors. In addition to the academy, Bavaria has created six chairs of forestry in connection with the University of Munich. (3) Saxony. — Saxony has one of the best schools of forestry in existence — the Royal Saxon Forest Academy at Tharand. This school was established in 1811. The course of studies covers two years and a half. The teaching corps consists of a director, 10 professors, and several assistants. The conditions of admission are the same as those at Neustadt-Eberswalde, Prussia. (4) Wuriiemb&i'g . — In Wurttemberg instruction in forestry is given at the Royal Agricultural Academy at Hohenheim and the University of Tubingen. (5) Baden. — The department of forestry connected with the polytechnic school at Carlsruhe has about forty students. Other schools or departments of forestry do not exist in Baden. (6) Hesse-Darmstadt. — Hesse-Darmstadt has an excellent forestry institute in the University of Giessen, with 3 professors. (7) Saxe-Weimar. — The Grand ‘Duchy of Saxe-Weimar established a forestry school as early as the year 1808. The school (which was first the private property of Dr. Konig) was adopted by the state in 1829. The course of instruction lasts two years. The teaching corps consists of a director and 4 professors. (8) Austria. — (a) The Imperial High School of Agriculture and Forestry at Vienna : This school was established in 1872. The number of professors of forestry is 6 aud the number of forestry students 329. (6) The School of Forestry at Eulenberg: This school was established in 1852 by the Moravia-Silesia Forest School Society. The course of instruction lasts two years. The number of professors is 6 and the number of students about fifty. (c) The School of Forestry at Weisswasser: Course of study lasts two years; num¬ ber of professors, 5 ; number of students, 80. (d) The School of Forestry at Lemberg: Number of professors, 12; number of students, 40. # (e) The course of forestry in the technical high school at Griitz : Number of pro¬ fessors, 1. (/) The School for Forest Culture, at Aggsbach, near Melk : Number of professors, 2 ; number of students, 24. CCLX REPORT OF THE COMMISSIONER OF EDUCATION. (<7) The Vorarlberg course of forestry: This course lasts sis weeks. (/i) The School of Forest Culture iu Styria: The course of instruction covers two years ; number of professors, 3 ; number of students, 26. ( i ) The School of Forest Culture in Carinthia : The course of instruction covers two years. (9) Switzerland. — The department of forestry forms the fifth division of the Federal Polytechnic School at Zurich. The forestry course lasts two years and a half. The number of students is about thirty. (10) France. — (a) School of Forestry at Nancy: This school was established in 1825. The course of instruction lasts two years. ( b ) School of Forest Guards at Barres. (11) Italy. — School of Forestry at Vallombrosa : This school was established in 1869. (12) Spain. — Spain has a special school of forest engineers at San Lorenzo del Escorial, near Madrid. (13) Denmarlc. — On the 22d of January, 1869, a department of forestry was annexed to the Royal Veterinary and Agricultural High School at Copenhagen. (14) Russia. — (a) The Agricultural and Forestral Academy of Pdtrovsk, near Moscow. (b) The Agronomic Institute at St. Petersburg, with courses in sylviculture. (c) The Forest School at Lissino. ( d ) The Forest Division of the Agricultural Institute at New Alexandria. (15) Sweden. — The Royal Forest Institute at Stockholm : This school was established in 1828. In 1870 there were 13 private elementary schools. SCIENTIFIC INVESTIGATIONS. Cities, States, and the General Government are doing more and more in pushing scientific tests and investigations and in publishing data bearing on the relation of science to the condition and pursuits of the people. This is especially true of the Gen¬ eral Government. No other agency, indeed all other agencies combined do not equal in expenditure that of the nation in behalf of science. The extent to which this work shall ultimately benefit the people, at whose expense it is conducted, depends largely upon the diffusion of information with reference to its progress and results. Institu¬ tions of learning and those engaged in the work of instruction may aid in the exten¬ sion of this knowledge by obtaining for themselves and communicating to their stu¬ dents what is published on the subject. The manner in which these reports facilitate such an endeavor has been frequently pointed out. They present annually extensive lists of institutions, libraries, teachers, and educational officers, forming a convenient reference for those who control the distribution of official documents. Complaint is frequently heard of the waste of Government publications. This Office has done what it could to aid in the distribution of all valuable publications, so that they might be best preserved and used for the information of the people. GRAPHIC METHODS OF EXHIBITING EDUCATION IN MUSEUMS, &C. What the engraving and the wood-cut are to the text of a book the museum is to the library. The picture, the model, the specimen, supplement the best description that words can give. Indeed, the life, manners, habits, food, and raiment of human beings in many countries and for long periods ha ve been reconstructed in great meas¬ ure solely from the scanty remains of their former possessions, found where last used, preserved by natural processes, and now stored and studied with anxious care by arcliseologists of every clime. The eye can teach us much without the book, yet we are disposed to overlook the power of objects in illustrating and illuminating sub¬ jects usually considered abstruse and uninviting. This Office, as a central and national agency, has had an extremely gratifying connection with the advancing use of visual aids to education during the ten years now closing. I have advocated £he representation of American education in the various inter¬ national exhibitions which have occurred during the last decade. That the need of international comparison is widely felt is shown by the fact that many thousands of persons visited the French Exposition Universelle held in the year 1867 chiefly for the purpose of inspecting the “ department of social science,” of which educa- EDUCA1. COMMISSI iEUMS. CCLXI tional systems and methods formed a subdivision. American education was hardly represented on this occasion, hut the displays of other nations were admirably de¬ scribed and discussed by Dr. John W. Hoyt, one of the honorary commissioners from this country. Feeling that the United States should not be unrepresented at the Vienna Welt-Ausstellung of 1873, I prepared a circular of information, which was published in November, 1872, containing translations of the educational sections of the programmes, the general plan adopted at the meeting of superintendents and other educators held in this city during that month, and a blank form for a chart designed for inscription of the public and private educational institutions contained in an American city. The educators of the country made great efforts to procure and for¬ ward statistical and graphic material, models, furniture, appliances, &c., arranged and catalogued by Dr. Hoyt, whose experience and knowledge a second time added to the honor of his country. This exhibition excited positive enthusiasm. Forty-eight diplomas and medals were distributed among the 285 separate exhibitors from this country in the educational group, while those in all the other twenty-five groups ob¬ tained only 30. Of the exhibition of education at Philadelphia in 1876 I need say little. The kind and quantity of material offered was so great and the local patriotism of States, cities, and communities so absorbing that rigid classification and unified localization had to be abandoned. The collections exhibited in the United States Government build¬ ing by this Office, in the special pavilion of Pennsylvania, in the gallery of the main building by Massachusetts, and in scores of other places by other authorities will not be forgotten. Nor need I recite the list of valuable collections exhibited by almost every civilized nation, from Russia in the east to Japan in the west, wherein the methods, appliances, and peculiarities of their education were shown. The educator might well adopt as the expression of his thought the strangely simple words that commemorate Sir Christopher Wren in the most grandiose of his creations — 11 Si mon- umentum requiris, circumspice ” — so entirely did the vast panoramic field of Fairmount •Park seem to be and form a part of the education of the world. The Paris Exposition of 1878 is too recent to have been forgotten or much obscured in the minds of our people. Though Director-General McCormick was able to set apart but a small sum for the representation of American education among the other more ostentatious displays of American life, character, and achievement, yet by the enthusiasm and experience of our educators and the trained wisdom of Dr. John D. PVhrick the little fund and the narrow space afforded were so used that the section gained 120 prizes — 28 gold medals, 44 silver medals, 23 bronze metals, and 25 honorable mentions — and excited the profound admiration of all who examined it. This Office also sent small but well selected collections illustrating our education to the exhibitions in Chili, during 1875, and in Australia (Melbourne), the early part of the present year. During the last few years the Office has been collecting and preserving objects re¬ lating to education at home and abroad, with special reference to the public informa¬ tion and guidance. So far as the limited appropriations at its command will justify, I propose to use this museum in every suitable way for the information of the public ; but the important instrumentality of loan collections cannot be undertaken as it should be, however productive of good in England or elsewhere, till Congress is pleased to afford the necessary means of defraying their cost and of adding yearly to their variety and value. RECOMMENDATIONS. I have had the honor to recommend in previous reports that provision be made for the publication of fifteen thousand copies of the report of the Commissioner immedi¬ ately on its completion. This is done for this report by a resolution of Congress. I have also recommended that provision be made for the organization of an educa¬ tional museum in connection with this Office. This has been provided for by a small \ CCLXII REPOET OF THE^0NAL MU5nER OF EDUCATION. ; . appropriation. A larger annual appropriation would soon bring all objects of suffi¬ cient importance into a single collection here at the capital of the nation for the study of American educators. The remaining recommendations I have the honor most earnestly to renew. (1) I recommend that the office of superintendent of public instruction for each Territory be created, to be filled by appointment by the President, the compensation to be fixed and paid as in the case of other Federal appointees for the Territories. (2) In view of the large number of children growing up in ignorance on account of the impoverished condition of portions of the country, and in view of the special difficulties in the way of establishing and maintaining therein schools for universal education, and in consideration of the imperative need of immediate action in this regard, I recommend that the whole or a portion of the net proceeds arising from the sale of public lands be set aside as a special fund, the interest of said fund to be divided annually pro rata among the several States and Territories and the District of Columbia, under such provisions in regard to amount, allotment, expenditure, and supervision as Congress in its wisdom may deem fit and proper. (3) I recommend the enactment of a law requiring that all facts in regard to national aid to education, and all facts in regard to education in the Territories and the District of Columbia, necessary for the information of Congress, be presented through this Office. (4) I recommend an increase of the permanent force of the Office. The experience of the Office indicates clearly that the collection of educational information and pub¬ lication of the same, as required by the law regulating it, cannot be properly done with the present limited clerical force. CONCLUSION. I take pleasure in acknowledging my indebtedness to the faithful laborers in the Office and to all others elsewhere who have contributed to its success. I have the honor to be, very respectfully, your obedient servant, JOHN EATON, Commissioner . Hon. C. Schurz, Secretary of the Interior. ABSTRACTS OF THE OFFICIAL REPORTS OF THE SCHOOL OFFICERS OF STATES, TERRITORIES, AND CITIES, WITH ADDITIONAL INFORMATION FROM VARIOUS SOURCES. 1 E 1-2 PMEFATORY NOTE The following abstracts of education in the States and Territories are derived from a great variety of sources. First among these come reports of State officials, such as State boards of education and State superintendents of instruction ; next, those of county and city superintendents, school committees, act¬ ing school visitors, and principals of State institutions. From these is derived nearly all the informa¬ tion given respecting elementary and special instruction, city school systems, and normal schools, and much of that relating to secondary schools, as the high schools of the States and cities. What concerns private secondary schools is almost wholly from returns made by the principals of these to the Bureau of Education, supplemented by catalogues and other documents. For the matter relating to universities, colleges, and scientific and professional schools, dependence is placed on the annual catalogues of these institutions, on occasional circulars issued by them, and on special returns, made usually in the autumnal and winter months, in reply to circulars of inquiry sent them by the Bureau. In every instance, official authority only is relied upon for statements distinctly and definitely made, the printed catalogues and reports being chiefly used for this purpose, though sometimes an item of interesting information from other than official sources may be given, with a reference to the quarter from which it is derived. In such cases, however, the effort is always made to verify the statement before it is committed to the press. The matter derived from the various sources above indicated is formulated, in the abstracts of educa¬ tion for each State, substantially in accordance with the schedule given below. GENERAL PLAN OF THE ABSTRACTS. 1. Statistical summary . (a) School population and attendance. (b) School districts and schools. (c) Teachers and teachers’ pay. (d) Income and expenditure. 2. State "school system . (a) Officers. (6) Other features of the system. (c) General condition, marking specially anything new and noteworthy. (d) Resum6 for ten years. 3. City school systems . l - (a) Officers. (6) Statistics. (c) Other particulars. 4. Training of teachers . (a) Normal schools and normal departments. (b) Teachers’ institutes. (c) Teachers’ department of educational journals. 5. Secondary instruction . (a) Public high schools. (b) Other secondary schools. 6. Superior instruction . (a) Colleges for men or for both sexes. (b) Colleges and high grade schools for women. 7. Scientific and professional instruction. (a) Training in scientific schools and agricultural colleges. (&) Training in theology. (c) Training in law. (d) Training in medicine. 8. Special instruction . (a) Deaf, dumb, blind, &c. 9. Educational conventions . (a) Meetings of State associations. ( b ) Special meetings of teachers, school principals, and superintendents. 10. Noteworthy benefactions. 11. Obituary record . . . (a) Brief memorials of teachers, superintendents, and other promoters of education who have died dur¬ ing the year. 2. Chief State school officers . (a) State board of education or State superintendent. 1 The statistics furnished the Bureau in answer to its circulars of inquiry, for convenience of reference and comparison, are given in tables at the conclusion of this volume, while summaries of these statistics may be found under their appropriate heads in the report of the Commissioner preceding. For the general courtesy with which his circulars have been answered, alike by State and city offi¬ cials, by college presidents and heads of schools, as well as for documents additional to these replies, the Commissioner of Education here tenders his cordial thanks to all concerned. 3 4 REPORT OF THE COMMISSIONER OF EDUCATION. SUMMARY OF EDUCATIONAL STATIS POPULATION AND ATTENDANCE. White youth of school age . Colored youth of school age . Whole number of school age a . Whites enrolled in public schools . Colored enrolled in public schools. Whole enrolment . Average attendance of whites Average attendance of colored Whole average attendance ....... SCHOOL DISTRICTS AND SCHOOLS. Number of school districts . Public schools for whites . Public schools for colored . Number of public schools reported Pupils in spelling . Pupils in reading . Pupils in writing . Pupils in arithmetic . . Pupils in geography . . . Pupils in grammar . Average length of schools in days. TEACHERS AND THEIR PAY. White teachers in public schools. . Colored teachers in public schools. Whole number of teachers . White male teachers . White female teachers . Colored male teachers . Colored female teachers . Average monthly pay of teachers . INCOME AND EXPENDITURE. & Total receipts for school purposes . Total expenditures for school purposes SCHOOL FUND. Amount of available fund . 1871. 181,787 161, 156 342,943 86, 976 54, 336 141, 312 66, 358 41, 308 107, 666 2, 399 922 3, 321 122, 838 76, 358 52, 093 43, 646 22, 080 15,294 66i 2, 497 973 3,470 1,573 924 745 228 $42 60 $590, 605 1871-72. 61,942 41, 673 103, 615 45, 521 28,406 73, 927 1,746 817 2,563 92. 175 61, 050 39, 459 34,812 15, 308 11,201 71 1,820 830 2,650 1,176 644 620 210 $40 00 $640, 628 560,000 1872-73. 235, 600 169, 139 404,739 $490, 604 490, 604 1873-74. 233, 333 172,506 405,839 $474,345 a The school age was 5-21 until 187&-77, then 7-21 • the number of youth for the year 1871 is taken from the census of 1870, which included children from 5 to 18. 6 The receipts and expenditures here given are taken from returns made to this Bureau. In some cases the figures differ from the amounts afterwards reported by the State superintendent. This is ALABAMA. 5 TICS OF ALABAMA — 1871 TO 1879-’80. ^ PH 1874-75. 1875-76. 1876-77. 1877-78. 1878-79. 1879-80. a csoo bi ph xi - JH £ GO © © l-H I. 27,824 I. 17,762 I. 10,007 254 212 I. 2, 990 I. $599, 836 I. 167 I. 347 I. 514 D. $26 16 D. 13 13 I. $441, 307 I. 327,832 b In ungraded schools ; in graded schools men teaching received $101.75 and women $04.39. 30 REPORT OF THE COMMISSIONER OF EDUCATION. STATE SCHOOL SYSTEM. OFFICERS. From tlie year 1861 there was a superintendent of common schools, the territorial treasurer serving ex officio as such, although the separate office of territorial super¬ intendent of public instruction was not created till 1869. Formerly nominated and appointed by the governor with the consent of the council, since 1877 he has been elected by the qualified voters. County superintendents, elected by the people, have existed from the beginning of the school system. The constitution of 1876, when Col¬ orado became a State, provided a State board of education, with a board of land com¬ missioners for management of the school lands, and allowed women1 the right to vote at school elections and to hold school offices in districts. It also provided that an edu¬ cational qualification for electors might be prescribed after 1890. District hoards of directors (up to that time composed of only 3 persons) were in the same year allowed to be composed of 6 for a population over 1,000, and a law was passed allowing the appointment of a committee of 3 members to attend to union high schools. The sys¬ tem, as thus constituted, includes the following officers: a State superintendent of public instruction, a State board of education, a State board of land commissioners, county superintendents of schools, district boards of directors of 3 to 6 members, and committees of 3 members (with the county superintendent as president) to attend to union high school districts. Women may hold school district offices and vote at school elections. — (School laws and constitution, 1876.) OTHER FEATURES OF THE SYSTEM. Prior to the entrance of this State into the Union, in 1876, the school laws differed in some minor details from the more complete arrangements growing out of the laws and constitution of that year. To that date the school age was 5-21 ; thereafter, 6-21. Union high schools were first established in that year. The school funds, from taxa¬ tion,2 fines, penalties, forfeitures, &c., were apportioned among the districts according to the children of school age enumerated. A law of February 12, 1876, however, gave one-half of the general school fund according to the aggregate attendance at school ; the other half, according to the children of school age enumerated. The basis of apportionment from March 22, 1877, has been according to the number of children 6 to 21 years of age. According to the law of February 12, 1876, after September, 1877, districts would forfeit their share of the general school fund unless the schools were maintained 120 days in the preceding year. The constitution of March, 1876, changed this to three months (60 days), which still remains the rule. Teachers were and are required to have certificates of qualification or licenses from the proper authorities to entitle them to compensation for their services. As the law stands now, the counties, to receive their share of the public school funds, must have made the proper report to the State superintendent; the districts, as above stated, must have taught school at least 60 days during the preceding year, except that in new districts a year is al¬ lowed to pass before this pro^ vision goes into effect. Districts may vote to raise special funds for school-houses and other purposes, which must be kept separate from the State school moneys. The constitution forbids the teaching of any sectarian tenets or doctrines in the public schools and the making of any distinction or classification of pupils on account of race or color.3 It also prohibits the use of public funds to sustain any educational institution of a sectarian character, and prohibits the requirement of any religious test or qualification as a condition of admission, either as teacher or student, to any such institution. Provision is made for high schools, for a State uni¬ versity, and for a State agricultural college. If teachers’ institutes are held ($100 annu¬ ally being allowed therefor in each judicial district), teachers attending receive their pay, even if their schools should be closed by order of the board of directors. GENERAL CONDITION. The State superintendent of public instruction, in his report for 1879-’80, indicates his belief that the best citizens are taking such an active interest in the public schools that no step backward will ever be taken ; but that, in number and excellence, the schools will keep pace with the growth of the communities, and that, in the future, as in the present, in most Colorado towns, the most costly edifice will be the school building, the most precious institution the public school. Reports from the different counties indicate a general improvement in the buildings and grounds, and that many school buildings are in process of erection. The statistical' tables show also decided advance¬ ment. "There was an increase in youth of school age, in enrolment both in graded 1 The question of female suffrage was decided as above by a direct vote of the peoplo at the general election after the admission of this State into the TJnion. 2 County taxation was, from 1870, 2 to 10 mills on the dollar; in 1880 it stands not less than 2 mills nor more than 5. 3 Separate schools for colored children are found, however, through all these years. COLORADO. 31 and ungraded schools, in tlie average daily attendance, in the number of districts and school-houses, in the valuation of school property, in teachers, and in both receipts and expenditures for school purposes. Yet, with all this apparent progress, there are elements of weakness in the country schools which are due to the short terms, fre¬ quent changes of teachers, and inefficient teaching. These troubles are traced in the main to financial difficulties in the districts, caused by the small amount of the levy for school purposes and the failure to collect the levy ; to carelessness or lack of inter¬ est of school officers and patrons,, some schools not being visited from one year to an¬ other ; to the few candidates from whom to select teachers ; and to the distance of many children from school, which naturally prevents their regular attendance. Superin¬ tendent Shattuck thinks there can be no material change for the better in these coun¬ try schools till the lands become more thickly settled, unless the change should come through the raising of the legal minimum mill tax levied by the counties for school purposes. This increase of the county levy would cause cities and villages to give more than they receive, but the poorer schools would be aided and the schools of the county would be supported mainly by the general fund instead of by special taxa¬ tion. He also says that in the past the teachers have come in from other States, while now the graduates of the Colorado schools seek these places, and they need the train¬ ing procured at normal institutes. Then he would have county superintendents more particular as to the reports sent in by the district secretaries, who, working without pay, are oftentimes very neglectful of the duties imposed upon them. A step in advance in the examination of teachers has been made since August, 1877, the ques¬ tions for the quarterly examinations of teachers being now sent from the State super¬ intendent’s office to the different county superintendents. The results of this uni¬ formity of examination seem to be satisfactory. — (State report.) RESUME OF THE SCHOOL SYSTEM FOR TEN YEARS. The separate office of territorial superintendent of public instruction was created in 1869 ; previously, the territorial treasurer served ex officio in this capacity. In the earlier years reports from the county superintendents were frequently retarded or not sent in at all, but during 1870-’71 the people commenced to manifest much interest in the common schools and in a greater length of term, while as early as that year graded schools were in successful operation in Denver, Central, Blackhawk, and several other towns in the Territory. In 1872-73 a great increase in school population, a growing interest in popular education, several costly school buildings in process of erection, and a tendency towards equality in teachers’ wages were noticeable, in some districts the men even receiving less than the women. Still there was neglect of the school ad¬ vantages offered, as only about 50 per ceut. of the school children were in attendance during the 111 days of the school year. During the first five years of this decennary several schools for secondary instruction were instituted ; the first regularly organized high school in the Territory was established at Denver (apparently in 1873-74) ; two colleges, outgrowths of missionary labor, came into existence ; the University of Col¬ orado1 became a fixed fact; the Territorial School of Mines, which, with these other colleges, admitted both sexes, was created; a theological school (St. Matthews Hall) began its work; and the deaf-mute institute at Colorado Springs was established. Moreover, the Territory was entirely free from debt, with a large surplus in the treas¬ ury, and it was stated in 1875 that the most ardent educational enthusiast ought to be satisfied with the progress made in the five years. In 1876 the standard of qualifica¬ tion required of teachers was raised, the value of school property materially increased, and the year was marked by a healthy growth of the school system. From that year on the public schools continued prosperous, and there was an evident desire to establish even more schools. Teachers’ wages decreased somewhat from 1876 to 1878, but the tendency to equalize the salaries of men and women continued, the pay to be fixed rather by the amount and kind of labor than by the sex of the laborer. Refer¬ ence to the statistical table shows a decided growth in enrolment, attendance, dis¬ tricts, teachers, volumes in school libraries, valuation of school property, and in re¬ ceipts and expenditures for school purposes during the ten years. KINDERGARTEN. A Kindergarten was established in 1877 at Denver, with an attendance of 8 pupils. In 1879 it ceased to exist. CITY SCHOOL SYSTEMS. OFFICERS. The public school system of Denver is under the control of a board of education of 6 members elected by the people for 3 years, 2 to be changed each year. The board chooses annually a city superintendent of schools. 1 Although it did not open until 1877, land was secured in 1871, and in 1874 an appropriation of $15,000 from the legislature was received towards the erection of a building. 32 REPORT OF THE COMMISSIONER OF EDUCATION. Leaclville has also a hoard of education of 6 members, and a city superintendent. The Golden school district is under the management of a hoard of directors. The principal of one of the schools acts as superintendent of the district schools. STATISTICS. Cities. Population , census of 1880. Children of school age. Enrolment in public schools. Average daily at¬ tendance. Number of teachers. Exp e n d i - ture. Denver ................ _ 35, 630 14, 820 5, 700 3, 210 1, 000 1, 953 65 $107, 352 Leadville .......... _ .... a 1, 200 18 a In December, 1879. ADDITIONAL PARTICULARS. Denver reports 2,600 sittings for study in its 7 public school buildings, valued, with sites and furniture, at $403,000. Besides the enrolment in public schools, there were believed to be 500 in private and parochial schools. Leadville reports progress from year to year in the schools, which were opened for the first time in July, 1877. Until within a few months one school building and a few rented rooms housed all the pupils, but in 1880 a fine central building, to cost $41,000, was erected for school purposes. In the summer and fall of 1879 five teachers were reported, which number increased to nine before the close of the school year. Eighteen teachers, one a special teacher of music, and 1,000 pupils were reported at the close of 1880. A general standard of excellence was also noticeable. — (Weekly Democrat, Leadville, January 1, 1881.) Golden reports progress in school matters worthy of mention. The total enrolment in 1880 was 501 out of a school population of about 1,600 ; average belonging, 355 ; av¬ erage attendance, 337. The directors report ample facilities for school work, schools approaching a high standard of excellence, good discipline in all departments, a school- house costing $7,000 erected during the year, and a system of grading undertaken. — (Report of board of directors.) TRAINING OF TEACHERS. NORMAL COURSES. Normal courses are found in the University of Colorado, Boulder, which reported 31 normal pupils in 1879-’80 ; in Colorado College, which had 4 classes in the normal school and required a knowledge of English grammar, geography, arithmetic, and orthography of those desiring admission ; and in the high school at Denver, where teachers are trained for the city schools. — (Catalogues and reports.) TEACHERS’ INSTITUTES. The school law provides for a teachers’ institute in each judicial district, and that such meetings must originate in the expressed desire of twenty-five or more teachers, each institute to receive State aid to the extent of $100 annually. The State superin¬ tendent says that “ no such institute has ever been held or ever will be.” He gives as a reason that the county seats of any two counties are too far apart and the cost of travel too great to expect the teachers of such counties to unite in an institute.1 He states, however, that the need of normal institutes increases from year to year, as graduates from the schools of Colorado are now seeking positions as teachers which used to be occupied by experienced instructors from other parts of the Union. En¬ deavors were made in 1878 to form such associations, and one institute was held in Leadville in September 1878, with 18 teachers present. — (Laws and State report.) EDUCATIONAL JOURNAL. In 1872 an act was passed naming the Colorado Monthly (published at Denver from the preceding year) as the official organ of the department of public schools of the Territory. This act took effect February 8, 1872, but the publication of the journal does not seem to have extended beyond 1873. — (Law, 1872.) SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. A table of statistics in the State report enumerates 166 graded schools in 12 coun¬ ties, and Superintendent Shattuck states that all the graded schools have a high school attempts seem to have been made to establish these meetings, for in 1870-71 successful institutes were held in Arapahoe and Boulder Counties, and in 1875 one was held in "Weld County. COLORADO. 33 course. Denver is, however, the only place of sufficient population to require a school of this grade with a full and entirely distinct faculty. This school offers 3 courses of 4 years each: a general course, an English classical, and a classical. The Leadville high school reported a principal and an assistant teacher in the latter part of 1880 and an enrolment of 94 pupils. Good attendance and rapid advancement of pupils were mentioned. In Golden the high school course occupies 3 years and aims to give thorough instruction in the English branches, but does not include the study of languages. — (State and city reports and Leadville Weekly Democrat.) OTHER SECONDARY SCHOOLS. For statistics of business colleges, private academic schools, and preparatory depart¬ ments of colleges, see Tables IV, VI, VII, and IX of the appendix, and summaries of these in the report of the Commissioner preceding. SUPERIOR INSTRUCTION. UNIVERSITIES AND COLLEGES FOR BOTH SEXES. The University of Colorado, Boulder, became an institution of the State under the constitution of 1876, and was placed under the control of six regents elected by the people. The act to establish this institution was passed in 1862, but it was only in 1877 that sufficient funds were placed to the credit of the university to allow a com¬ mencement to be made. The intention is to include classical, philosophical, normal, scientific, and legal courses in the instruction, and to have a department of physical sciences. In 1879-80 there were 72 pupils in the preparatory classes, 31 in the normal, and 18 in the university proper — total, 121. The whole expenses for the two years ending October 1, 1880, were $23,899, the teachers receiving $15,^90 of this amount. — (Catalogues and State report, 1879-’80.) Colorado College, Colorado Springs, dates its organization from 1874. It has already established 3 general courses of study : an English normal, a preparatory classical, and a collegiate. There is also a mining and metallurgical course. Graduates of the Den¬ ver high school are received without examination; graduates of the preparatory school enter the freshman class without further examination. The establishment of a professorship of the English Bible is provided for in the endowment, and certain biblical exercises even now enter imo the course. — (Circular for 1880.) Denver University was incorporated in 1864, but after a few years’ existence was closed. It was reestablished in 1880, with twTo preparatory courses of 3 years each, a full collegiate course leadingto the degrees of b. s. and b. a., special courses, andschools of painting and music ; book-keeping, telegraphy, French, and German were taught. This first term was a successful one, and there were between 80 and 90 pupils under instruction. — (Prospectus and Western Christian Advocate, December 29, 1880.) Evans University, Evans, a Presbyterian institution open to both sexes, was rt-ported in 1874 and 1875. In the latter year it had 20 male and 15 female students in its pre¬ paratory department, but none in collegiate classes. Whether it is still in existence or has ever reached collegiate rank is unknown. For detailed statistics, reference is made to Table IX of the appendix; for a sum¬ mary thereof, to the report of the Commissioner preceding. INSTITUTIONS FOR THE SUPERIOR INSTRUCTION OF YOUNG WOMEN. This sex has equal opportunities with the men in the universities and colleges re¬ porting. For any other institutions of collegiate rank especially adapted to women, reference is made to Table VIII of the appendix, and to a summary thereof in the report of the Commissioner preceding. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. The State Agricultural College, Fort Collins, was established by an act of the legisla¬ tive assembly February 11, 1870. In 1876 its affairs were said to have been success¬ fully managed, but it was not fully organized uniil 1878-79, its initial or preparatory term closing November 28, 1879. It has a 4 years’ course, opens its doors to women, and requires for admission an examination in common school branches. — (Reports of the Commissioner of Education tor 1878 and 1879 and circular for 1880.) The State School of Mines, Golden, dates its charter from 1870 and its organization from 1874. It was reported to be in a flourishing condition in 1876, with 6 students in the school and 20 attending lectures. In 1877 it was reorganized as a free sciemific school, and after January 17, 1878, it was to be supported by a State tax of one-tenth 3 E 34 EEPORT OF THE COMMISSIONER OF EDUCATION. of a mill on tlie dollar. In 1880 the legislature increased the regular appropriation, a new building was erected, and a complete reorganization and equipment were to follow. There are now two regular courses of study, in mining engineering and met¬ allurgy, each covering 3 years. A satisfactory examination at the termination of either course entitles to a State diploma. No special examination for admission is to be required until 1880-’S1. — (Circulars.) Colorado College, Colorado Springs, has added to its other courses a mining and metallurgical department. There are also special courses, the finishing of which entitles to a certificate of competency. The regular course, leading to M. e., includes instruction in descriptive and theoretical metallurgy, mining engineering, historical and practical chemistry, analysis, assaying, geology, and mineralogy. — (Circular, 1879-80.) PROFESSIONAL. There are no professional schools in this State. In 1870, Matthews Hall, a theolog¬ ical school of the Protestant Episcopal Church, was started at Golden. In 1875 it reported a 3 years’ course, 3 instructors, and 2 students. In 1877 it was suspended, and on April 6, 1878, the building was destroyed by fire. No legal or medical schools have been established. SPECIAL INSTRUCTION. EDUCATION OF THE DEAF AND DUMB AND THE BLIND. The Institute for the Education of the Mute and Blind, Colorado Springs, was founded in 1874, and the legislature then appropriated §5,000 for its immediate use and levied a tax of one fifth of one mill for its second year’s maintenance. In Janu¬ ary, 1876, the institution took possession of a new building erected on grounds donated by the Colorado Springs Company. The institute is supported by the State, and it oifers free instruction to all deaf-mute or blind residents of the State between 4 and 21 years of age. The course of instruction covers 7 years and embraces the common Eugiish branches, United States history, drawing, articulation, and lip reading. The girls learn dressmaking and plajbi sewing; the boys, printing. A return for 1880 reports 3 instructors, 38 pupils (all mutes), and 53 mutes admitted since 1874. Lack of room had prevented the admission of the blind, but the legislature appropriated $20,000 for additional buildings and furnishings, so that hereafter the blind will be admitted.— (Return and former reports to this Bureau.) EDUCATIONAL CONVENTIONS. STATE ASSOCIATION. On December 28, 1875, the first State Teachers’ Association was organized in Denver by about 150 superintendents, teachers, and others. The sixth annual session took place in the same city on December 28-29, 1880. It was reported to be a very successful meeting. President J. H. Baker, in the opening address, referred to the great need of zeal in school work. Mr. W. S. Thomas, of Leadville, dwelt on the importance of a teacher’s work. Superintendent Gove discussed Richard Grant White’s attack on the school system, Messrs. Sewall and Haskill continuing the subject. The afternoon session was occupied by President E. E. Edwards, of Fort Collins, on “Education and the state,” and by Miss Forbes, of Larimer City, on “The development of the facul¬ ties in primary work.” In the evening, Rev. Mr. Herbert lectured on the benefits of culture to mankind. The subjects for the following day were : Methods of teaching elementary algebra, the education of women, and the development of faculties in pri¬ mary work. Resolutions were adopted favoring the consolidation of the State Uni¬ versity, the School of Agriculture, and the School of Mines into one institution, as by a concentration of the funds the cause of higher education would be benefited ; sug¬ gesting the establishment of a chair of pedagogics in connection with the university, as more thorough normal training is needed ; urging that the granting of State diplo¬ mas be placed in the hands of a committee to prepare questions for county boards and for examinations for State diplomas ; and that the sciences be struck off the third class certificates ; also demonstrating the need of a State reform school for boys. After the election of officers, the meeting adjourned. — (New-England Journal of Education and other sources.) teachers’ convention. An association of teachers met at Boulder April 1-2, 1880, but whether this was the State Teachers’ Association or a more local assemblage does not ax>pear. Papers were read on “Methods of teaching,” “Methods of teaching percentage,” “The Bible in our public schools,” “ The cooperation of parents in school work,” “ Cultivation of a literary taste,” “ A method in grammar,” and “Method of teaching orthography and reading.” Superintendent Cornell gave a lecture on “ Our schools and school work.” COLORADO. 35 Prof. J. A. Sewall spoke on “ How to teach natural sciences.” Mr. M. Bagly read a paper on “ How shall we teach ?” and an illustration of primary work in numbers was given by a class in charge of Miss Westover. The exercises were interspersed with music and recitations. — (New York School Journal.) CHIEF STATE SCHOOL OFFICER. Hon. Joseph C. Siiattuck, State superintendent of public instruction, Denver. [First term, 1876-1879; second term, 1879-1881.] Preceding superintendents in the ten years were : Hon. W. C. Lathrop, February, 1870, to July, 1873, and Hon. Horace M. Hale, July, 1873, to November 13, 1876. 36 REPORT OF THE COMMISSIONER OF EDUCATION. SUMMARY OF EDUCATIONAL STATISTICS . 1870-71. 1871-,72. 1872-73. 1873-74. 1874-75. POPULATION AND ATTENDANCE. Children of school age (4-16).. 128, 468 131, 748 132, 908 133, 528 134, 976 Enrolled in public schools . 113, 588 114, 805 114, 857 119, 298 119, 489 Average attendance, winter.. . 67, 018 67,599 67, 172 60, 905 71,433 63, 052 71,935 Average attendance, summer.. 58, 349 58, 113 65, 251 Per cent, enrolled in public 88. 50 87. 14 88. 41 89. 34 88. 53 schools. Per cent, in all schools ........ 95. 23 93. 99 92. 83 95. 65 95. 30 Pupils in other than public 8,754 9, 029 8, 529 8, 422 9,145 schools. Children of school age in no 11, 947 13, 512 13, 030 12, 970 school. SCHOOL DISTRICTS AND SCHOOLS. School districts in the State. .. 1,535 1,521 1,502 1,495 1,506 Public schools . 1,630 1,638 1,648 1,642 1,650 Departments in public schools . 2, 2 JO 2,348 232 2,405 2, 458 2, 499 Graded schools . 225 236 260. 264 Average time of school in days. 8 m. 12£ d. 8 m. 13^ d. 174. 18 176. 29 176. 26 School-houses in good condi¬ 893 • 873 920 934 899 tion. In fair condition . 502 520 499 504 531 In poor condition . . . TEACHERS AND THEIR PAY. 256 254 240 218 224 Teachers in winter public 2, 420 2, 477 2, 521 2, 601 2, 631 schools. Teachers in summer public 2, 380 2, 438 2,492 2, 561 2,596 schools. Men teaching in winter . 699 715 711 704 721 Men teaching in summer . 186 198 246 258 272 Women teaching in winter.... 1,721 1,762 1,810 1,897 1, 910 Women teaching in summer. .. 2,194 2, 240 2, 246 2, 303 2, 324 Average monthly pay, men .... $88 56 $67 01 $69 03 $71 48 $70 05 Average monthly pay, women. 32 69 34 09 36 05 36 67 37 35 INCOME AND EXPENDITURE. Total income for public schools . $1, 503, 618 $1, 442, 669 $1, 542, 489 $1,612, 940 $1, 592, 858 Total expenditure for public 1,496, 981 1,528, 440 1,477, 443 1,697, 574 1,552, 581 schools. STATE SCHOOL FUND. Amount of available fund .... .' $2, 043, 376 $2, 043,376 $2,-044, 191 CONNECTICUT. 37 OF CONNECTICUT— 1S70-’71 TO 1879-’80. 1875-76. 1876-77. 1877-78. 1878-79. 1879-80. Increase or de- crease since 1878-79. Increase or de- crease since 1870-71. 135, 189 137, 099 138, 407 138, 428 140, 235 I. 1,807 I. 11,767 6,106 119, 106 119, 208 119, 828 119, 382 119, 694 I. 312 I. 74, 369 75, 732 68, 588 77, 218 75, 678 78, 421 I. 2, 743 I. 11, 403 10, 323 66, 621 88. 10 69, 832 69, 707 68, 672 D. 1, 035 I. 86. 95 86. 56 86. 24 85. 35 D. 0.89 D. 3. 15 95. 36 94. 38 94. 60 94. 34 94.37 I. 0. 03 D. .86 9, 816 10, 180 11, 109 11,215 13, 900 I. 2, 685 I. 5, 146 12, 297 13, 865 13,474 if* / 14, 112 13, 565 D. 547 I. 1,618 1,493 1,487 1,500 1,498 1,473 D. 25 D. 62 1, 628 1,629 1,647 1,638 1,630 2, 594 D. 8 2, 499 2, 530 2,564 2, 571 I. 23 I. 304 270 277 286 300 308 I. 8 I. 83 178. 13 177. 52 178. 47 178. 60 179. 02 I. 0. 42 ' 883 922 896 909 893 D. 16 556 524 555 555 543 D. 12 I. 41 212 201 213 192 211 I. 19 D. 45 2, 656 2, 676 2,711 2, 741 2,771 I. 30 I. 351 2, 638 2, 659 2,678 2, 721 2,746 L 25 . I. 366 767 753 752 773 746 D. 27 I. 47 321 305 349 377 392 I. 15 . I. 206 1,889 1,923 1,959 1,968 2, 025 I. 57 I. 304 2,317 2, 354 2, 329 2, 344 2,354 I. 10 ' I. 160 $67 43 $64 55 $61 03 $57 19 $56 43 D. $0 76 D. $10 13 37 16 36 20 36 50 35 27 35 45 I. 18 ! I. 2 76 $1, 560, 565 $1,506,219 1 $1,509,159 ' $1,390,972 $1,481,701 I. $90, 729 » D. $21, 917 1, 529, 181 1, 510, 223 i 1, 506, 477 1, 375, 880 1,408, 375 I. 32, 495 . D. 88, 606 $2, 791, 993 i $2,000,000 > $2,000,000 i $2,020,000 ' $2, 020, 346 I I. $346 ; D. $23, 030 '38 EEPOET OF THE COMMISSIONER OF EDUCATION. STATE SCHOOL SYSTEM. OFFICERS. From 1865 a board of education of 4 persons appointed by tbe general assembly, with the governor and lieutenant governor and a secretary chosen by the board, has had general supervision of the educational interests of the State. The board has an assistant secretary, for office work, and a general agent, to superintend the execution of the compulsory school laws. The local officers since 1856 have been town boards of school visitors of 3, 6, or 9 members ; district school committees of not more than 3 members, with clerk, treasurer, and tax collector; and in school districts which sue* ceeded former school societies, boards of education of 6 or 9 members. OTHER FEATURES OF THE SYSTEM. Public schools have been sustained in this State (although, up to 1868, with the aid of rate bills) since the establishment of the first one in New Haven in 1639. The first free public school law was passed in 1868. It abolished rate bills and required each town to raise by taxation the funds necessary to make its schools free, not less than six-tenths of a mill on the dollar. In 1869 the amount was fixed at not less than one mill on the dollar. In 1871 an annual appropriation was made from the State treas¬ ury of a sum equal to $1.50 for each person between 4 and 16, to be paid to the several towns with the dividends of the school fund. The other moneys applied to the sup¬ port of public schools are the income of town deposit funds and school society funds. In order to receive their proportion of public money, districts must sustain schools at least 30 weeks in the year, when there are 24 or more children of school age therein ; 24 weeks, when the number is under 24 ; and 36 weeks, when it is 110 or more. There must also be school-houses and outbuildings satisfactory to the school visitors, and each committee must make a full report of school statistics, including the names of all persons in the district 4 to 16 years old and the place, year, and month of their last attendance at school, with the names of their parents, guardians, or employers. All children 8 to 14, unless physically or mentally disabled, must attend some school at least 3 months in each year, of which 6 weeks must be consecutive, or else be instructed at home for an equal length of time in the common school branches ; and such children may not be employed in any business unless they have been taught for at least 60 days during the year preceding. A penalty of $100 is imposed on employers who disobey this law ; school visitors are required to examine into the subject and report violations of the law, and it is also the special duty of the agent of the State board to see that the law is obeyed. Towns and cities may make regulations con¬ cerning truants under which youth growing up in habits of idleness or immorality may be committed to institutions for reformation, boys to the State Eeform School or to some local house of correction, and girls to the State Industrial School for Girls. Teachers cannot be legally employed in schools receiving any portion of their support from public money unless they have certificates of qualification from the proper officers, and no teacher may receive pay unless he has filled out his school register in the manner required by law. Provision is made for public school libraries, graded and high schools, teachers’ institutes, and a State normal school. — (School laws.) GENERAL CONDITION. The statistics for 1879-’80 show an increase in the number of children 4 to 16 ; in that of pupils registered in public and other schools ; in the number of teachers employed and the number who continued to teach the same school ; in the monthly wages of women teaching ; the amount received and expended for public schools ; the number of graded schools and departments therein; also of departments in all public schools, although there were not quite so many separate schools taught. With the increase in permanency of teachers there was a decrease in the number who never taught before, as well as in the number of districts and separate schools ; consequently an improve¬ ment in the grading and a slight increase in length of term. There was a small decrease in the percentage of public school pupils enrolled as compared with the enu¬ meration, owing, the report says, to the organization of additional private and paro¬ chial schools. The report notes an increased approval by the public of the laws governing the em¬ ployment of children. Employers have been more careful to require evidence before giving children work that they have attended school the 60 days commanded by law, CONNECTICUT. 39 and most of those employed in large establishments were so arranged in divisions that they could attend school the 60 days required without seriously interfering with their work. The agent of the board visited parents, employers, and schools in 32 towns, receiving in all the cooperation of school visitors and other officers. Only one com¬ plaint was entered against an employer; 4 parents were arrested, of whom only one was lined, the others being released on promising to comply with the law. It was thought better to prosecute too little than too much, and that more good could be done by means of admonition and advice than by appeals to law. — (Report, 1879-’80.) RESUME OF THE SCHOOL SYSTEM FOR TEN YEARS. Since the adoption of the free school law in 1868 the system has steadily gained in favor, as shown by the increased burden of taxation the people have chosen to bear in order to support it. The amount raised in 1868 was $828,152 ; ten years later it Avas $1,252,248.63, or nearly double ; and in 1880 it had reached $1,276,640.66, consider¬ ably more than twice as much as when the free school law was first enacted. During the decennial period, 1870-71 to 1879-80, there was an increase of 11,767 in the number of children 4 to 16 ; of 6,106 in that of all ages enrolled in public schools, and of 5,146 in that of those attending other schools, making a total increase of 11,252 children and youth in schools of all classes, while there Avere 1,618 more of legal school age who were not in any school. There was a decrease in the number of public school districts, that of separate schools remaining the same; but the departments in them increased, as did the number of graded schools. More school-houses by 41 were re¬ ported in “fair” condition and there was a decrease of 45 in those returned as “poor,” while the number of “good” remained the same. The total receipts and expenditures for public schools decreased, as did the school fund ; while, as before mentioned, local taxation for them greatly increased. NEW LEGISLATION. The school laws were amended in 1880 to maintain and increase free public libra¬ ries; to make the pay of acting school visitors $2 a day for the time spent in the per¬ formance of their duties ; to require school terms of at least 36 weeks yearly in districts with 110 or more inhabitants; to secure the instruction of all children at least 60 days in each consecutive 12 months, unless physical or mental conditions of the children made this impracticable (6 weeks of this time, at least, 1o be consecutive); to make this amount of instruction, with a certificate of it from the teacher, visitor, or com¬ mittee, a prerequisite to employment in any business; to appoint district committee¬ men or janitors of public school buildings special constables, with power to arrest on criminal process for disturbance of schools or school meetings, damage to school prop¬ erty, and truancy; to provide for children in adjoining districts Avhere their own are too small to support a school; and to provide checks against illegal voting at school meetings. — (State report.) KINDERGARTEN. One of these useful preparatives for school training was established in Bridgeport in 1872, and still continued its work in 1879. Another, opened in New Haven in 1874, seems to have ceased to exist. From the two begun at New Milford and Stamford in 1878 and 1879 no late reports have been received. For any schools of this class reporting for 1879-80, see Table Y of the appendix. For a summary of their statistics, see a corresponding table in the report of the Com¬ missioner preceding. CITY SCHOOL SYSTEMS. OFFICERS. The public school systems of cities are administered by boards of school visitors ol 6 to 9 members, boards of education of 9 to 12, and city superintendents. The boards are elected by the people, the city superintendents usually by the boards. 40 REPORT OF THE COMMISSIONER OF EDUCATION. STATISTICS, a Cities. Population, census of ’ 1880. Children of school age. I Enrolment in public schools. : Average daily at¬ tendance. Humber of teach¬ ers. 1 Expendi¬ ture. b Bridgeport . 29, 148 6, 641 5, 114 3, 559 88 $61, 560 Danbury . 11, 669 2, 588 2, 271 1, 524 44 27, 604 Greenwich . 7, 892 1, 8S7 1,552 860 29 12, 580 Hartford . 42, 553 9,652 7, 612 4, 694 140 155, 932 Meriden . . 18, 340 4, 043 2, 918 1, 836 47 35, 653 Middletown . . 11,731 2, 601 2, 041 1, 375 47 28, 435 Hew Britain . 13, 978 3, 298 2, 265 1, 579 40 37, 553 Hew Haven . 62, 882 14, 236 11, 556 8, 353 232 195, 701 Hew London . 10, 529 2, 089 2, 067 1, 333 41 24, 209 Horwalk . 13, 956 3,110 2, 493 1, 522 44 29,273. Horwich . . . 21, 141 4, 999 4, 297 2, 826 95 60, 166 Stamford . 11, 298 2, 549 1,666 1, 035 32 29, 041 Waterbury . 20, 269 4,338 3, 506 2, 447 53 46, 761 ciTot uniformity, the figures of the State report are used throughout. b Including buildings, libraries, and apparatus. In Bridgeport ihe enrolment and average daily attendance increased during 1879-’80 ; there was also an improvement in punctuality, the cases of tardiness being less than one-third as many as the previous year. Cases of truancy were looked up by officers of the regular police force when they could iind time to attend to it, there being no regular truant officer. Sixty-nine pupils were returned to school and 17 were arrested for truancy, of whom 2 were sent to the State Reform School. The two evening schools (for men) had an aggregate enrolment of 115, but the attendance was so irregular and the results so meagre that it is considered of doubtful expediency to continue them. There was an evening mechanical drawing school, with elementary and advanced classes, the former enrolling 50 pupils. The high school, with 79 pupils enrolled, had a larger average membership than in 1878-79, and the training school connected with it, after a year of trial, proved to bo all that was expected. — (Report, 1879-80.) Greenwich reports a falling off of 14 in the enumeration and of 13 in the enrolment, with an increase of G7 in the average attendance. The apparent decrease in the num- \ her of youth of school age is accounted for on the supposition that not all were found by the enumerators. Of the 1,887 reported, 232, or about 12 per cent., were not at¬ tending any school. — (Report, 1879-80.) The Hartford schools report a year of good work : the pupils made satisfactory progress ; the changes in teachers were few and the district committees harmonious. The schools are classed as primary, intermediate, grammar, and high ; the last, with classical and English courses, had an enrolment of 526 pupils, of whom 63 were grad¬ uated. Two evening schools were taught as usual, and were successful and useful. The larger one, wholly under the charge of the town, was placed in a central position and graded. The result was a more rapid advancement on the part of the pupils and greater regularity of attendance. Truancy is faithfully looked after and is de¬ creasing; the number of cases reported was 380, less by more than 100 than during 1878- 79. — (Report of board, 1879-’S0.) Meriden, with 4,043 children of legal school age and 12 public school buildings, had 2,918 attending, besides 936 in private schools, a decrease for t he year in public school enrolment of 349, while the number in average attendance was 99 mdre. The town is without a high school, but Latin, Greek, geometry, book-keeping, and other higher branches are taught in the grammar schools. — (Printed report, 1879-’80.) New Britain had, for 3,298 children of school age, 10 public schools, with 34 depart¬ ments, under 40 teachers, of whom 3 were men ; 35 had been continuously employed and 2 were beginners. The schools have suffered from a tendency to pass slightly over the elementary branches and enter too soon on higher studies. — (State report, 1879- 80.) The New Haven schools report a year of satisfactory work, notwithstanding the prev¬ alence of contagious diseases and the withdrawal of pupils to engage in employments (caused by increased activity of business), which reduced the average attendance. Pupils made good progress ; parents showed an increased interest in the schools ; teachers endeavored to govern more by mild means, and to inform themselves as to methods of instruction and government by attending teachers’ meetings and by inves¬ tigating and testing the famous Quincy system. Vocal music has been one of the regular studies during the past 15 years, and drawing has been successfully taught since 1868. The high school, offering classical and English courses of 4 years, pre¬ pares pupils for college or for business, and, in its training department, for teaching. It had 512 pupils enrolled in 1879-80, with 297 in average daily attendance, and CONNECTICUT. 41 graduated a class of 35 in the summer of 1880, of whom 23 were young women. Truant or ungraded schools have been an important feature of the system since 1871. In them truants and ungovernable children receive a special training in habits of punctu¬ ality aud obedience. Those who improve (including the great majority) are in time promoted to the schools to which they formerly belonged, while the few who prove incorrigible are sent to the State Reform School at Meriden. — (Report of board of education, 1879-’80.) In Norwich complaint is made of irregular attendance, the average being only about 83 per cent, of the school population. Teachers have shown a deep interest in their schools and have endeavored to inform themselves as to the best methods of teaching, but the pay of women is so small that they cannot afford to attend the normal school or teachers’ institutes. Another obstacle to the usefulness of the schools is a want of cooperation with teachers on the part of parents, who seldom visit the schools, but rely wholly on report as to their usefulness. — (State report.) The Walerbury public schools increased during 1879-80 in enrolment and average attendance, the latter being 13 percent, above the figures of the previous year, which, again, were 12 per cent, beyond those of 1877-78. The system includes 11 graded school buildings (one for the high school), 3 ungraded and 5 evening schools. The high school enrolled 325 pupils ; the evening schools, 14G, a decrease of 92 for the year. — (Report of board of education in Waterbury American.) TRAININGS TEACHERS. STATE NORMAL SCHOOL. The State Normal School, New Britain, organized in 1850, offers free tuition to pupils who declare their intention of teaching in the schools of the State, and none others are admitted. Text books also are furnished without charge. The eourse, which covers 2 years, embraces the common school and higher English branches, but special attention is paid to the former and to methods of teaching. Latin and French may be taken as optional studies, but not to the detriment of the English course. Pupils, to be admitted, must be at least 1G and must pass an examination in common school branches. There were 15U attending during the year and 28 graduates in the summer of 1880, besides 13 in the January preceding. — (Catalogue, 1879-’80.) OTHER NORMAL TRAINING. Training classes and departments are a part of the public school system in Hartford, New Haven, Bridgeport, and perhaps other cities. In other towns teachers’ meetings are held for training and improvement in methods, and are found useful. teachers’ institutes. Four institutes lasting each two days were held during 1879- 80 under the direction of the secretary of the board of education. They awakened an unusual degree of interest, were generally attended by the public, and many of the ablest teachers and most progressive school officers participated in the proceedings. The aggregate attendance was 82G. — (State report, 1878-’79.) SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. The State report for 1879-’80 gives no high school statistics. The public school system embraced 308 graded schools, with 1,275 departments, but how many of these are high schools cannot be stated. Bridgeport, Hartford, New Haven, and most of the other important places in the State have such schools, as appears from their school reports. Those of the three cities mentioned had an aggregate attendance of 1, 117 pupils in 1879-’80 and graduated 10G. OTHER SECONDARY SCHOOLS. For statistics of business colleges, private academies, and preparatory schools re¬ porting, see Tables IV, VI, and VII of the appendix, and summaries of these in the report of the Commissioner preceding. SUPERIOR INSTRUCTION. COLLEGES FOR YOUNG MEN OR FOR BOTH SEXES. Yale College, New Haven; Trinity College, Hartford; and Wesleyan University, Middletown, are the institutions for superior instruction in Connecticut. 42 REPORT OF THE COMMISSIONER OF EDUCATION. Yale College , organized in 1701, has 4 distinct departments, theology, law, medi¬ cine, and philosophy and the arts. The last includes undergraduate academical, sci¬ entific, and art departments, as well as courses for graduate instruction in letters and science. In the graduate department graduates of colleges and other persons of liberal education are received, with or without reference to a degree. The course for doctor of philosophy is completed in about 2 years by persons who have spent 4 years in undergraduate study; but the degree is not given without a satisfactory final examination. The courses for undergraduate study are included in the under¬ graduate academical department, the undergraduate section of the Sheffield Scien¬ tific School, and the school of the fine arts, each having a distinct organization. In the academical department the course of study for the first two years is prescribed. Since 1876 the senior and junior classes have had a number of optionals, one of which, however, must be taken. Another change in the policy of the college during the decennial period closing 1879-780 is the admittance to the academical department without examination of the graduates of an approved secondary school. Among other evidences of growth, it appears that the interest of beneficiary funds used an¬ nually to pay the tuition of needy students increased from $2,900 in 1869-7 0 to $12,000 ; the total number of students attending increased from 764 to 1,003; the percentage of these who were in regular undergraduate classes, from 67.80 to 79.26 ; while the stand¬ ard both for admission and graduation has been considerably raised. Trinity College (Protestant Episcopal), organized in 1826, presents the regular classical collegiate course of 4 years and also a number of optioual studies, including modern languages, chemistry, and natural science. The degrees of a. b., b. s., and m. a. are conferred in course. A large number of scholarships are provided for the benefit of young men in indigent circumstances, most of these giving preference to such as have the ministry in view ; excellence in scholarship is encouraged by the offer of 10 prizes ranging from $20 to $70, and including the branches of chemistry, philosophy, English literature, Greek, Latin, and oratory. The number of students during 16?9-’80 was smaller by 7 than in 1869-70 ; that of the graduating class was greater by 4. The library increased during this period from 10,000. to 18,500 volumes, and a new and imposing college edifice has recently been completed. Wesleyan University (Methodist Episcopal), organized in 1831, was, up to the date of this report, the only one of the three institutions above mentioned which admitted women. Three regular collegiate courses of 4 years are provided here, classical, scientific, and Latin-scientific. In each course all studies of the freshman year are required, and in the scientific all studies of the sophomore year also, but in the last 2 years of the latter course and in the last 3 of the classical and the Latin-scientific a part of the studies are elective. The degrees conferred in course are bachelor of arts, of philosophy, and of science, with the usual master of arts. There were 164 students in 1879-’80 against 153 ten years ago; the library increased from 18,000 vol¬ umes to 30,000, and large additions have been made to the apparatus for illustration in the various branches. — (Catalogues.) INSTITUTIONS FOR THE SUPERIOR INSTRUCTION OF YOUNG WOMEN. For statistics of this class of institutions, see Table VIII of the appendix, and for a summary of their statistics, a corresponding table in the report of the Commissioner preceding. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. The Sheffield Scientific School of Yale College bears the name of its chief founder, Mr. Joseph E. Sheffield, of New Haven, who furnished its buildings, apparatus, models, library fund, and an instruction fund of $50,000. The school was begun in 1847, reorganized in 1860, and in 1863 received the share of the State in the congressional endowment for the promotion of scientific education, thus becoming the college of agriculture and the mechanic arts of Connecticut. Courses of study are arranged to suit the wants of college graduates and other persons of liberal education as well as of undergraduates. For the latter there are a number of 3 years7 courses, those most distinctly marked out being in chemistry, civil engineering, dynamic engineering, agriculture, natural history, biology (preparatory to medical studies), and studies preparatory to mining and metallurgy. — (Catalogue, 1879-780.) The scientific and Latin-scientific courses of Wesleyan University , covering 4 years, are designed to afford, with a liberal training in other branches, a good preparation for advanced courses of scientific study. CONNECTICUT. 43 PROFESSIONAL. • Provision for theological instruction in courses of study covering 3 years is made at tlie theological department of Yale, the Berkeley Divinity School, Middletown, and the Hartford Theological Seminary. In the Berkeley Divinity School the requirements for admission are those established by the Protestant Episcopal Church. The other two — under Congregational influence — demand essentially the same, viz, a collegiate or substantially equivalent training. Tuition and room rent are free in all, and some provision is made for the assistance of indigent students. The law department of Yale College provides a graduate and an undergraduate course, each of 2 years. Applicants for admission to the junior class of the undergraduate department must he 18 years old, and, if not college graduates, must pass an exam¬ ination in the outlines of the history of the United States and of England, and in the Constitution of the United States. The graduate course is open to graduates from any law school. Its studies for the first year supplement the undergraduate course ; those of the second are designed to afford a thorough acquaintance with jurisprudence and its affiliated branches. The medical department of Yale College has since 1879 provided and required a 3 years’ graded course of instruction. The only exception is made in the case of students who are graduates in science or arts and have shown distinguished proficiency in their studies. The faculty may at their discretion receive the diplomas of such in lieu of one year’s study. Persons who have studied medicine elsewhere, in any rec¬ ognized medical school or under private preceptors of good standing, may enter an advanced class on passing the required examination. In order to graduate, students must in all cases have spent one continuous year here and must pass an examination in all the studies of the 3 years’ course. Candidates for admission who are not grad¬ uates of a college or scientific school must pass an examination in mathematics, Latin, and physics. — (Catalogue, 1879-’80.) SPECIAL INSTRUCTION. EDUCATION OF THE DEAF AND DUMB. The American Asylum for the Education of the Deaf and Dumb, Hartford, organ¬ ized in 1816, receives and educates the deaf and dumb of Connecticut and also many from the other New England States. In 1867 this was the only institution for the education of deaf-mutes in New England, but in 1880 there were at least 2 others, besides 3 day schools. Pupils must be between 8 and 25 years old, of sound mind and body, of good character, and capable of forming and joining letters with a pen legibly and correctly. Tuition, board, and all other expenses amount to $175 annually. The ordinary common school branches are taught, besides cabinet making, shoemaking, and tailoring. There were 249 pupils in attendance during 1879-’80, against 282 in 1869-’70. — (Report for 1879-’80.) EDUCATION OF THE BLIND. Connecticut having no institution of her own for training of the blind, provides for their instruction in the schools of other States. EDUCATION OF THE FEEBLE-MINDED. The Connecticut School for Imbeciles, Lakeville, established in 1858, provides for feeble-minded children a system of mental and physical training which lias resulted in the improvement of about 35 per cent, of those under instruction since the begin¬ ning. Besides articulation, reading, spelling, writing, drawing, arithmetic, and geography, the exercises embrace Kindergarten work, sewing, fancy work, singing, dancing, and gymnastics. — (Return and report.) REFORMATORY AND INDUSTRIAL TRAINING. The Connecticut State Reform School, Meriden, established in 1854, has since then had 2,928 youth under instruction and training, its great object being to bring those who have been neglected and corrupted under influences that will inspire them with better motives and prepare them for useful and honorable lives. Besides the common English branches, the boys are taught farming, the cane seating of chairs, and the manufacture of overalls. There are 195 acres ot land in the farm, embracing meadow, plow, pasture, and wood land. Boys between 7 and 16 may be sent here by the courts for crime or truancy, their term to be not less than 9 months and not more than during minority. Boarders are also received from parents or guardians for a period of three months or longer. The number attending during 1879-’80 was 268. — (Report and return.) 44 REPORT OF THE COMMISSIONER OF EDUCATION. EDUCATIONAL CONVENTION. STATE ASSOCIATION. The thirty-fourth annual meeting of the Connecticut Teachers’ Association was held at New Haven, October 14-16, 1880. It was one of the most successful ever held by the association, the audiences being large and the teachers much interested in the exercises. These embraced the usual addresses and papers with discussions on them, besides music and the reading of selections by competent musicians and elocu¬ tionists. The only criticism on the programme given by the report is that too little time was allowed for the discussion of the various topics presented in the papers. The opening address by Rev. N. J. Burton, d. d., of Hartford, was on “ The influence of one’s reading upon the life and character.” Professor J. W. Weir, of Yale College, read a paper on “Art education and the teaching of drawing in the public schools,” and Mr. F. F. Barrows, of Hartford, one containing suggestions to teachers concerning school visiting. On the second day, Mrs. L. W. Betts, of Stamford, gave an instructive “Talk about numbers in the primary school,” illustrating on the blackboard her method of teaching the four fundamental rules of arithmetic. An animated discussion followed, showing that there was a difference in the views of those present on the best method of teaching this branch. Hon. Henry Barnard, of Hartford, spoke on “The progress of school work in Connecticut during the past fifty years ; ” Professor D. N. Camp, of New Britain, continued the subject, and Professor W. G. Sumner, of Yale College, paid a handsome tribute to Dr. Barnard as the father of the public schools of Connecticut. In the evening, President Buckham, of the University <4 Vermont, made an address on “ The dependence of mental upon moral considerations; ” after which re¬ marks were made by Rev. Storrs O. Seymour, of Litchfield, and Hon. Henry Barnard. Mortimer A. Warren, of Greenwich, read the first paper of the third day, on “The place of authority in a system of instruction.” After a discussion of this subject by a number of teachers who advocated “the law of love,” R. C. Hitchcock, of Thompsonville, presented his paper on “ Sunshine in the school room.” The committee on necrology made a report on the death of Mr. Corbin, of Hart ford, an ex-president of the associa¬ tion, officers for the ensuing year were elected, and the association adjourned. — (New- England Journal of Education, October 21 and 28, 1880.) COUNCIL OF EDUCATION. • The Council of Education, an association which was first organized in 1879 for the purpose of advancing the educational interests of the State, met at Hartford, Novem¬ ber 26 and 27, 1880, with a full attendance. Mr. Charles Northend presented a plan for a State board of examiners, to consist of 9 members to be elected by the legisla¬ ture on nomination of the State board of education. A special committee, of which Mr. Northend was chairman, was appointed to petition the legislature for the appoint¬ ment of such a board. The movement is not intended to have reference to teachers now employed, but only to those desiring to commence the work. The plan is to issue grades of certificates good for one, two, and three years (the normal school diploma to be equal to the latter) and also life certificates. — (New-England Journal of Educa¬ tion, February 5, and Teachers’ Guide, December. ) OBITUARY RECORD. PROFESSOR DAVID E. BARTLETT. The report for 1879 should have contained some notice of this most faithful and beloved teacher in the American Asylum for the Education of the Deaf and Dumb, at Hartford, who died at the asylum November 30, 1879. Born September 29, 1805, at East Windsor, Conn., he entered Yale College in 1824 and passed through its collegiate course. The morning after his graduation he was offered the position of teacher in the institution where he died, accepted it after some hesitation, and thence¬ forth made the teaching of deaf-mutes his life work, attaining high success and repu¬ tation in it. After four years in Hartford, he removed, in 1832, to the New York In¬ stitution for Deaf-Mutes, where he taught 20 years ; then for eight more years had a private school for the same class at Poughkeepsie, N. Y., to demonstrate the advan¬ tage of beginning the instruction of mutes at an earlier period than was then common. In 1860 he was x>ersuaded to return to the Hartford institution, where, loved and ven¬ erated, he worked most usefully till a few days before his decease. — (American Annals of the Deaf and Dumb, January, 1880.) REV. HENRY B. CAMP. Mr. Camp was for some years a colleague of Mr. Bartlett. A native of Durham, Conn. , where he was bom January, 1810, he graduated at Yale College, 1831 ; studied then 3 years for the ministry at" New Haven and Princeton, and when licensed to preach CONNECTICUT. 45 was settled over the Congregational church in North Brandford, Conn. His ministry there is said to have been highly popular and useful ; hut within a year from his set¬ tlement his voice became impaired, and in a few months more so failed that, much to the grief of a united and devoted people, he had to ask a dismission from his charge. Soon after, an important place of usefulness was opened to him in the American Asylum for the Deaf and Dumb, Hartford, which he entered and filled with patient fidelity for 33 years, retiring then to spend the calm evening of liis days in his home at Hartford, where lie died February 16, 1880. — (Report of the asylum, 1S79-’B0, and American Annals of the Deaf and Dumb, January, 1881.) CHIEF STATE SCHOOL OFFICER. Hon. Birdbey Grant Northrop, secretary of State board of education, Hartford. Mr. Northrop lias served, in this capacity most usefully and continuously since January 1. 1867, under successive elections by the hoard. 46 REPORT OF THE COMMISSIONER OF EDUCATION. SUMMARY OF EDUCATIONAL STATISTICS 1870-71. 1871-72. 1872-73. 1873-74. POPULATION AND ATTENDANCE. White youth of school age . Colored youth of school age . Whole number of school age . Whites enrolled in free schools . Colored in schools for them . Average attendance of colored youth . SCHOOL DISTRICTS AND SCHOOLS. School districts reported . . Free schools for whites in these . . Average time of white schools in days . . Valuation of school property for whites Schools for colored youth . . 32, 393 7,414 39, 807 19, 018 .1, 040 791 383 348 132 26, 790 24, 363 18, 790 950 834 381 349 140 19, 490 1,022 866 382 355 144 TEACHERS AND THEIR PAY. Teachers in free schools for whites . . Average monthly pay of men in these ... Average monthly pay of women in them . Teachers in schools for colored youth ... INCOME FOR PUBLIC SCHOOLS. Whole receipts for free schools for whites. Receipts for schools for colored youth . . . STATE SCHOOL FUND. Amount of permanent school fund . Amount annually allowed the schools . . . 22 388 20 21 26 $143, 509 10, 000 $448, 999 26, 960 23 $192, 398 5,000 $448, 999 26,960 24 $159, 374 9, 000 $448, 999 26, 960 23, 534 18, 814 1,460 1,146 380 357 145 27 31 $173, 056 $448, 999 26, 960 1 The statistics for 1870-71 are largely those of 1870 because of lack of information for 1870-’71. Youth of school age and teachers in schools for whites, under this head, are from the United States census for 1870, which, however, took 5-18 as the general school age, while it was then in Delaware 5-21 ; in 18^0 0-21. Statistics of schools for colored youth are from reports of the Delaware Association for DELAWARE. 47 OF DELAWARE- 1S70-’7X TO 1S79-’S0. 1874-75. 1875-76. 1876-77. 1877-78. 26, 988 28, 090 31,849 31, 849 3,800 3,800 35, 649 35, 649 19, 881 21,587 22, 398 23, 830 1,459 1,664 2,068 2, 834 1,046 1, 127 1,391 1,980 383 381 381 393 368 369 505 151.2 151.2 157.5 157.5 $450, 957 $450, 957 29 30 32 48 456 527 501 513 $28 28 $30 75 $33 08 $33 08 28 28 30 75 26 19 26 19 32 34 36 52 $192, 735 $216, 225 $216, 539 $216,550 1,963 1,048 $448, 999 $448, 999 $448, 999 $448, 999 26, 960 26, 960 26,960 26, 960 1878-79. 1879-’80. ' 03 ^ O «3 ©£~ to » 1 « ca cc & h oo O O rH Increase or de- crease since 1870-71. . 31, 849 31, 505 D. 344 3,800 3,954 I. 154 35, 649 23, 830 35, 459 I. 190 25, 053 I. 1,223 I. 6, 035 2,717 1,944 2, 770 2, 074 I. 53 I. 1,730 I. 130 I. 1,283 393 409 I. 16 I. 26 505 510 I. 5 I. 162 158 158 I. 26 $484, 361 $440, 788 D. $43,573 54 51 D. 3 I. 29 402 536 T. 134 I. 148 $33 08 $30 83 D. $2 25 26 19 24 79 D. 1 40 60 58 D. 2 I. 32 $216, 540 $177, 652 D'.$38,888 I. $34, 143 1, 577 3, 361 I. 1, 784 D. 6, 639 $448, 999 26, 960 $448, 999 26,960 the Education of the Colored People, united with those of the city of Wilmington, "kindly furnished by Superintendent D. W. Harlan. There being 1 school for colored children in that city from 1873 to 1876, and 2 from that time on, these are here subtracted from the numbers previously given of sohools for whites. 48 REPORT OF THE COMMISSIONER OF EDUCATION. STATE SCHOOL SYSTEM. OFFICERS. For the first four years of the ten under review the regular educational officers were (1) a superintendent of free schools in each county, appointed annually by the gov¬ ernor to correspond with school committees, aid them with advice, supply them with proper forms, collect from them needful information, and make report to the general assembly; (2) a school committee for each district, composed of a clerk and two com¬ missioners, elected by the people at the annual district meeting to provide a school, employ a teacher, and levy the taxes and rate bills required for school expenses. These committees, which up to 1867 had been chosen for one year’s service only, were from that year elected with a view to a service of 3 years, one to be changed each year. In 1875 the county superintendents (first authorized in 1829) were dropped, and a law was passed for the appointment by the governor of a State superintendent of free schools, who has been since annually recommissioned. With him, by the same law, were asso¬ ciated the president of Delaware College, the secretary of state, and the State auditor, all four to form a State board of education and to meet annually as a court of appeal in school controversies, with power to determine the text books to be used in the free schools. These officers throughout were for the schools for whites alone. OTHER FEATURES OF THE SYSTEM. The means for sustaining the free schools for white youth have come for many years from a State school fund and fjrom local taxes, with fees for licenses and some¬ times the addition of temporary rate bills. The interest of the State school fund has been divided in part equally among the counties and in part according to their white population. To receive its share of this interest, each district must have raised some¬ how at least $25 for its school, and from 1861 to 1875 must also within the year have raised by tax enough to make, with this $25, in New Castle County $75 for the year, in Kent County $50, and in Sussex County $30. In 1875 this was required to be made $100 in the two first named counties and $60 in the third. More might be raised by tax levy or by rate bill, on a vote of the district meeting to that effect. The teachers in the schools thus sustained, except in Wilmington, were not required to undergo exam¬ inations, to have a license, or to attend institutes for their improvement till 1875. Then all these were made imperative. Schools for colored youth had no recognition from the State till 1875. Then, on peti¬ tion of the colored people, a tax of 30 cents on each $100 of their property was author¬ ized to be levied for the support of schools for them and in 1877 this tax was required to be collected annually. It is, under the law, paid by the county treasurers to the treasurer of the Delaware Association for the Education of the Colored People, and by him is disbursed through the agent of the association and accounted for. No share of the interest of the State fund, however, has yet come to the schools for colored pupils, save in Wilmington, where 2 such schools sliarc equally with those for whites all ordi¬ nary privileges. In 1881-’82 and after, the colored people are to have $2,400 annually as an appropriation for their schools. GENERAL CONDITION. From what has been said above, it may be seen that in 1875 came- a new era in the State system. The old and bad one, that had ignored the education of the colored race and that too generally outside of Wilmington had been content with miserable school- houses, unvisited schools, and unexamined teachers, then reached its end. Not only were the colored people granted the right of being taxed to support schools for their children, but the supervision of the expenditure of taxes thus assessed and of the schools sustained by them was committed to a most respectable association, composed of intelligent and proven friends of the race to be instructed. The schools for whites, too, in the same year, were given, in place of the unvisiting county superintendents, a State superintendent, whose duty it was made to visit every free school, note its condi¬ tion, advise with teachers as to discipline and instruction, examine them at appointed times and places as to their qualifications and capacity to teach, and license only such as should be found competent. He was also to hold in each of the three counties an annual institute of at least three days’ session, to instruct existing teachers in their work, and to prepare others for effective teaching. From all these things has come a great improvement. School-houses, once comfortless and bare, have parted with their old slab benches, and have seats on which the scholars can sit easily, with good black¬ boards and illustrative maps and pictures on the walls. Teachers, aroused by exami¬ nation and inspection, have largely ceased to just “hear lessons,” and are in many DELAWARE. 49 cases trying faithfully to impart ideas and to fix these indelibly upon the mind. Noth¬ ing in all the country presents sharper contrasts than the biennially published reports of the State superintendent, one for 1875-76, another for 1877-78: the former shows school conditions nearly akin to chaos; the latter, anew school world, where light and growth and the beginnings of a better order meet one at every turn. The report for 1879-’80 shows also an encouraging advance. KINDERGARTEN. For any training after Frobel’s methods reported from this State for 1879-’80, see Table Y of the appendix. The introduction of the system into the State seems to have been in a private school in Wilmington in 1879. CITY SCHOOL SYSTEM OF WILMINGTON. OFFICERS. The general charge of the city schools has been from the beginning committed to a board of education, composed, till 1876, of 3 members chosen by the people from each ward ; since then of 2 from each ward ; in both cases with annual change of 1 out of the 2 or 3. The president of this board gave the schools the only general supervision they had till January 1, 1871, when Mr. David W. Harlan was made city superintendent, and has continued such to the date of this report. STATISTICS. The population of the city grew from 30,841 in 1870 to 42,499 in 1880 ; the youth of school age (6-21) not indicated for either year ; the school buildings, from 14 to 18 ; tbe sittings, from 3,850 to 5,704; the enrolment, from 3,734 to 6,963; the average attend¬ ance, from 3,039 to 4,427 ; the teachers, from 71 to 113; the expenditure, from $39,776 to $65,541. FURTHER PARTICULARS. Besides the day schools, which alone are included in the statistical statement, night schools for youth who could not attend during the day have been maintained since 1854, at first by voluntary association of citizens with the cooperation of the city board, subsequently (apparently from 1871) under the care of the board itself. The term is 13 weeks during the winter; the age for admission is 14 and upward; the studies are English only ; enrolment, 80 in 1879-80; average attendance, 65. Drawing has entered into the instruction in the day schools from 1871. A city normal school for the preparation and improvement of teachers has been in operation from 1871, at first with Saturday sessions only, but since 1877 with sessions 4 evenings each week. One of the city schools is used as a training or practice school for the younger members of the normal class, who act as pupil teachers under due supervision. A monthly institute has also aided in the improvement of the teaching force, which has been almost wholly i.composed of women from the first. TRAINING OF TEACHERS. NORMAL CLASSES. The normal school connected with the school system of Wilmington has since 1872 prepared the teachers for the city schools. Originally only a weekly school, it now holdsits sessions every Monday, Tuesday, Wednesday, and Thursday evening duringthe school year, under the charge of the city superintendent, and isopen to all the teachers. Persons desiring to be appointed teachers, as well as teachers that have not obtained permanent certificates, are expected to attend. The full course covers 2 years. Those who pass the examination at the close of the first year, attaining an average of less than 80 per cent, in elementary studies, receive certificates good for a year; those with fully 80 per cent., for 2 years. Those who pass with like success a second examination, with at least 70 per cent, in some higher studies also, receive permanent certificates. — (City reports.) At Delaware College, Newark, there was made in 1873 provision for a free normal course of 3 years for 10 pupils from each county, if so many should present themselves, as designated by members of the legislature, to be instructed in the studies which pre¬ pare for teaching, and should bind themselves to teacli in the free schools of the State for not less than a year. But not more than about 20 in all appear to have availed themselves of the privilege thus offered, and the catalogue for 1879-80 shows not one. An offer of summer instruction for teachers engaged in their schools during the colle- 4 E 50 REPORT OF THE COMMISSIONER OF EDUCATION. giate term was made by circular in 1878, but met with like slender encouragement, and does not seem to liave been renewed. teachers’ institutes. The institutes for teachers required by law of March 25, 1875, to be held by the State superintendent of free schools annually in each county, with sessions of at least 3 days, have been held since that time, with the aid of the president of Delaware College or a professor from the same, of the city superintendent of Wilmington, and others. The attendance has been good and the results encouraging. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. These have been hitherto confined to Wilmington and Lewes. In Wilmington there have for many years been 2, one for boys the other for girls, the course in each being 3 years. The standard of admission, as shown by the questions, has been high and the size of the classes consequently comparatively small. The pupils in the boys’ school in 1879-80 numbered 58 ; in the girls’, 39 ; the graduates of 1880 were 5 boys and 8 girls. PRIVATE SECONDARY SCHOOLS. For the titles, location, and statistics of business colleges, private academic schools, and preparatory schools reporting for 1879-’80, see Tables IV, YI, and YII of the ap¬ pendix to this volume. SUPERIOR INSTRUCTION. COLLEGES. Delaware College , Newark, and Wesleyan Female College, Wilmington, continued to be in 1879-’80, as for many preceding years, the only institutions for full collegiate instruction in the State. Delaware (originally Newark) College was adopted as the State college in 1867 and reincorporated as such in 1869. It admits both sexes, and offers them, besides a scientific agricultural course, the customary 4 years’ classical course and a literary course of the same length, but with a larger proportion of Eng¬ lish and other modem language studies, omitting Greek entirely and making Latin optional after the junior year. Professors, 5 ; students, classical, literary, and eclectic, including 6 resident graduates in these lines, 34, with 24 in the scientific course and 1 resident graduate, 59 iif all. Wesleyan Female College has also a 4 years’ classical course, with an English one of 3 years, training students for both from primary ele¬ ments up through a 3 years’ secondary course. For number of instructors and stu¬ dents in collegiate courses, see Table IX. — (Catalogues, 1879-’80.) SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. The scientific department of Delaware College, which is the State medium of instruc¬ tion in agriculture and the mechanic arts, has a 4 years’ course, embracing studies in field and garden culture, the natural sciences which bear on these, mathematics, mechanics, engineering, &c. Undergraduates in this department, as before stated, 24 in 1879-80, with 1 resident graduate. — (Catalogue.) PROFESSIONAL. No information has been received of the institution of any theological, legal, or medi¬ cal instruction in this State up to 1880. SPECIAL INSTRUCTION. EDUCATION OF DEAF-MUTES, OF THE BLIND, AND OF THE FEEBLE-MINDED. Youth of, these classes dependent on the State received in 1879-’80 as before the training needful for their several cases in the special schools of Pennsylvania or the District of Columbia. DELAWARE. 51 EDUCATIONAL CONVENTION. STATE TEACHERS* ASSOCIATION. An organization of private and public school teachers of the State under the abovo title having been formed in 1879, it held an annual meeting at Rehoboth Beach in the last week of August, 1880, at which papers on “ Development of characterin the school room,” ‘‘ Keeping teachers longer in school,” “ The public schools a preparation for citizenship,” and others were read and resolutions passed in favor of additional pro¬ vision for training teachers. — (State report, 1880.) CHIEF STATE SCHOOL OFFICER. Hon. James H. Groves, State superintendent of free schools, Smyrna. [Tho term of this officer is hy law one year. He has been annually reappointed since 1875.] 52 REPORT OF THE COMMISSIONER OF EDUCATION. SUMMARY OF EDUCATIONAL STATIS 1870-71. 1871-72. 1872-73. 1873-74. POPULATION AND ATTENDANCE. Youth of school age (4-21) . Enrolled in public schools . Average daily attendance . . . 62, 869 14, 000 16, 258 74, 828 18, 000 14, 400 a67, 000 21,196 15, 897 SCHOOL DISTRICTS AND SCHOOLS. Number of school districts . Number of public schools . Number of school-houses . . . 331 444 500 557 Average time of school in days . . 103 102 Value of school property . . . TEACHERS AND THEIR PAY. Male teachers in public schools . . 150 350 500 $35 $116,219 111, 389 $101, 820 281, 785 Female teachers in public schools Whole number employed . Average monthly pay . . . . . 331 $30 $129, 431 590 $35 $103,774 139, 870 $286, 745 INCOME AND EXPENDITURE. Whole receipts for public schools . Whole expenditure for them . . . $101, 820 STATE SCHOOL FUND. Amount of available school fund . . Amount of permanent school fund . $311, 740 a Estimated. b Enumeration of 1876. FLORIDA. 53 TICS OF FLORIDA— 1S70-’71 TO 1879-’80. I <© I © O © o ^ Cl 1874-75. 1875-76. 1876-77. 1877-78. 1878-79. 1879-’80. eg t» A e3 e3 00 © ©£- Ph 00 © O r-l O O '—! © © £* ® co I c3 cS O © © l>. fcj Soo © © *H p 94, 522 32, 371 28, 306 74, 828 26, 052 16, 720 72, 985 31, 133 21, 782 &72, 985 36, 961 23, 933 &72, 985 37, 034 25, 601 88, 677 39, 315 27, 046 . . I. 25,808 I. 2,281 I. 25,315 I. 1,445 . 39 508 132 30 671 438 39 887 79.6 39 992 634 105.8 $116, 934 39 1,050 82 &39 1,131 961 74 $132,729 I. 81 I. 800 D. 8 D. 29 796 (o) 375 182 557 $44 23 511 317 828 Ab’t $40 635 335 970 Ab?+j $40 646 675 I. 29 322 420 I. 98 968 1,095 I. 127 $188, 952 $219, 400 229, 400 $94, 104 101, 722 $171,742 139, 340 $229, 900 $183, 311 134, 880 $243, 500 $140, 703 $243, 900 $114, 895 $246, 900 D.$25, 808 I. $3, 000 c Average pay of male teachers, $50; of female teachers, $30. 54 REPORT OF THE COMMISSIONER OF EDUCATION. STATE SCHOOL SYSTEM. OFFICERS. The officers of the department of public instruction were in 1870, as in 1880, a State superintendent of public instruction, a State board of education, a board of public in¬ struction for each county, a county superintendent of schools, and local school trust¬ ees, treasurers, and agents. — (Laws.) OTHER FEATURES OF THE SYSTEM. The laws of to-day vary but little from those promulgated in 1869. The public schools were then, as now, sustained by the proceeds of a common school fund, by a special State tax of 1 mill on the dollar, and by a county tax at first not less than half the amount apportioned to the county from the school fund ; then, from 1874 to 1879, specifically, 5 mills on $1 ; subsequently, 2| mills.1 From 1869 the superintendent of public instruction was to apportion, by May 1 of each year, all school moneys subject to disbursement and to notify the proper officers of such apportionment. By an amendment of January 27, 1871, he was to apportion annually the interest on the common school fund aud the fund raised by the 1 mill tax among the counties in proportion to the number of children in each between 4 and 21 years of age. The schools are free to all between 6 and 21 years. The apportionment in each county is in proportion to the average attendance of pupils. The school day is 6 hours; school month, 22 days ; school term, 3 school months; and the school year, 3 terms. The schools must be maintained at least 3 months in each county under pen¬ alty of forfeiture of its proportion of the common school fund. Any funds forfeited were in 1869 to constitute a reserve fund for institutes or for the higher instruction of teachers, but by act of January 27, 1871, these forfeited moneys were, at the next an¬ nual apportionment, to be distributed among the counties. The school census of chil¬ dren between 6 and 21 and 4 and 21 years must be taken at the time of assessing county taxes. Teachers, licensed by State or county authorities, must teach deportment and morals and must inculcate the principles of truth, honesty, and patriotism and the practice of every Christian virtue, and they may give instruction one-half day in each week in some branches of needle-work and manual labor. Measures have been taken to establish a university and an agricultural college, but the former has never been organized and the latter was still struggling for existence in 1880. — (Constitution and laws.) GENERAL CONDITION. The superintendent of public instruction, in reviewing the condition of the public schools of the State for the past two years, refers to a decided improvement in school matters, notwithstanding the difficulties under which the schools were operated. With a diminished revenue there was an increase in the number of schools, while pub¬ lic sentiment had become more favorable to them. In many cases private contribu¬ tions supplemented the appropriations so as to keep the schools in operation. In 1878-79 there was an increase in both the number of schools kept and in the number of pupils enrolled, but a slight falling off in the average length of term. This was partly owing to the reduction of the county school tax ; as more schools were needed, the limited fund made shorter terms unavoidable. School property advanced $16,000 since the last biennial report. Even this was not in proportion to the increased at¬ tendance and number of schools, but in most of the counties the patrons of the schools furnish the school buildings. Of the school lands, 4,310.12 acres were sold during the two years, and two counties did not report as to the matter. The common school fund was apportioned according to the basis of the census of 1876, and amounted to 19.5 cents per annum for each youth between 4 and 21 years of age. The next apportion¬ ment will be according to the census of 1880. A retrospective glance over the four years just closed shows that 25 per cent, more school-houses were built, 50 per cent, more schools operated, a greatly increased enrolment of the school population secured, and more efficient teachers provided. The outstanding indebtedness in many counties was also cancelled. — (Report of the superintendent of public instruction for 1879 and 1880.) R^SUMlS OF THE SCHOOL SYSTEM FOR TEN YEARS.2 School affairs progressed in 187CM71 in spite of checks and hindrances. Private schools were merged into the free schools, many doubling, others quadrupling their 1 From 1881 this county tax is to be 2§ to 4 mills on $1. 2 In certain cases the progress herein reported differs from the figures given in the statistical table. Belated reports from county officers give authority to these statements made by the different super¬ intendents of public instruction. FLORIDA, 55 attendance. Though the rate of taxation was limited to 1 mill on the dollar, in several counties a tax of 1£, 2, and even 2-£ mills was assessed and cheerfully paid by the people to further educational interests. Yet, owing to the sparseness of the popula¬ tion in some parts, only about one-fifth of the children of the State received educa¬ tional benefits. In the following year an advance was made in the number of schools, in the aggregate of pupils, and in the Dumber and qualification of the teachers em¬ ployed, yet three-fourths of the youth of the State lacked school advantages. In 1873 so much interest was manifested in the school system that in several counties private citizens gave money, land, and school buildings. In 1874 an apparent decrease in the number of schools was reported, as, owing to the failure of county officers to re¬ port, out of 39 counties, only 25 were heard from. Lack of teachers of both races, competent to teach other than the elementary branches, was referred to, the wages offered not being sufficient to call in those of more extended culture. Better school- houses were also needed. Yet real progress in school matters was manifest from year to year. Half a decade ago, the superintendent says, there were few schools outside of the larger towns, while in 1880 nearly 600 were scattered throughout the State, and out of a population of 200,000 some 20,000 children attended school. AID FROM THE PEABODY FUND. During the past ten years the sums given to Florida by the trustees of this fund amounted to $52,650. In the last year $300 each went to the Lincoln Academy, at Tal¬ lahassee, and to the Union Academy, at Gainesville. It is the purpose of the school department to make these two schools, for the present, normal schools for the training of colored teachers, and as such they receive a part of the fund which is to be hereafter used more especially for normal schools. The sum of $2,000 was paid for ten scholar¬ ships at the Nashviile University, normal department, and $400 were used at the State agency. Provision was made for these scholarships in 1877, three places being then offered to Florida and two filled. In 1879 three additional scholarships were granted, but twenty-eight applicants caused an increase to eight scholarships. One resignation and three more places bring the number to ten at $200 per annum in 1880. Of the first two pupils one was awarded the highest honors, the other is principal of a graded school and is doing good work. Of the eight sent in 1879 five received honorable mention as members of the junior class, while one received the highest prize awarded to the class. — (State report and reports of the Peabody trustees.) CITY SCHOOL SYSTEMS. OFFICERS. Here, in each case, the county board of instruction and county superintendent of education have control, with a local board of trustees appointed by the county board for each district. There is really no city system, and the only statistics at present to be had include county as well as city schools. STATISTICS. Cities. Population, census of 1880. Youth of school age. Enrolment in public schools. Aver age daily at¬ tendance. Number of teachers. Expendi¬ ture. Jacksonville . Key West . . . 7, 648 9, 890 4, 478 3, 416 2, 216 870 1, 418 675 64 17 ADDITIONAL PARTICULARS. All the statistics now obtainable beyond the population of the two cities refer to the whole county in each case. 56 REPORT OF THE COMMISSIONER OF EDUCATION. TRAINING OF TEACHERS. NORMAL SCHOOLS. The East Florida Seminary, which was located at Ocala in 1853 and at Gainesville since 1866, is now known as the East Florida Seminary State Normal School. The normal course extends through three years, and a diploma of this school is equivalent to a State certificate. The model school is arranged upon the plan of the best graded schools, and allows pupils to elect between the strictly English and the classical course. The normal course furnishes a foundation for any of the learned professions. — (Circu¬ lar and announcement for 1880.) For other normal training, see “Aid from the Peabody Fund.” teachers’ institutes. As far back as 1869 the superintendent of public instruction was required “to as¬ semble teachers in institutes and employ competent instructors to impart informa¬ tion on improved methods of teaching and conducting schools and other relevant matters.” However, little jmogress was made till 1879, when, with aid from the Pea¬ body fund, the superintendent endeavored to initiate teachers’ institutes in most of the leading counties. In that and the following year the results were better than had been anticipated. The meetings were well attended by school officers, teachers, and many leading citizens, and much interest seems to have been awakened. — (Laws and State report for 1879 and 1880. ) SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. The law provides for the establishing of higher grades of instruction where the advancement and number of pupils require them. That such schools were found in different parts of the State during the ten years is evident from the references in the reports made to the trustees of the Peabody fund. In 1870-’71 the West Florida Seminary at Tallahassee was converted into a city and county high school, while in 1872 a school of high grade was winning confidence at Jacksonville. From 1876 to 1878 fifteen such schools were reported, all graded and offering the instruction usually given in these schools. In 1878-’79 there were 3,358 and in 1879-80 some 4,890 pupils studying the higher branches, but the number of high schools is not given. Superin¬ tendent Haisley recommends the limiting of instruction iu schools operated at the public expense to the common school branches. He would leave the high schools to private enterprise, and would have special charters granted to the cities, so that by a majority vote of the citizens a tax could be imposed for the support of high schools. By this plan he thinks the other grades would be benefited, the funds then admitting of longer terms, better teachers, &c. — (Laws and State reports.) OTHER SECONDARY SCHOOLS. For statistics of any business colleges or other academic schools, see Tables IY and VI of the appendix, and the summaries thereof in the report of the Commissioner preceding. SUPERIOR, SCIENTIFIC, AND PROFESSIONAL INSTRUCTION. By the constitution of Florida of 1868 provision was made for a university, but the financial condition of the State has not, as yet, admitted of its organization. By an act of the Florida legislature approved February 17, 1872, measures were taken looking to the establishment of the Florida State Agricultural College on the basis of the congressional land grant for the benefit of agriculture and the mechanic arts. The first plan was to locate the college in Alachua County, and there seemed to be in 1873 a fair prospect that the college would commence operations. However, a ques¬ tion arising as to the constitutionality of investing the endowment fund in State bonds led to the cessation of active operations and at last to changing the location to Eau Gallie, where, in 1876, buildings were erected. A new board of trustees was pro¬ vided in March, 1877, and the legislature authorized the removal of the college, if desirable. No information later than November 15, 1878, has reached this Bureau. At that date the decision was for removal. — (Laws and reports.) No institutions for professional or special instruction are known to be in existence in the State up to 1880. FLORIDA. 57 CHIEF STATE SCHOOL OFFICER. Hon. E. K. Foster, State superintendent of public instruction, Tallahassee. [Term, January 1, 1881, to January 1, 1885.] Preceding superintendents in tlie ten years have been Hon. Chas. Beecher (successor to C. Thurs¬ ton Chase, who died September 22, 1870, about 2 years before the expiration of his term), 1871-1873 ; Hon. Jonathan C. Gibbs, 1873-1874; Hon. S. B. McLin (acting) 1874-75- Hon. Wm. Watkins Hicks, 1875- 1877 ; Hon. William C. Haisley, 1877-1881. 58 REPORT OF THE COMMISSIONER OF EDUCATION. SUMMARY OF EDUCATIONAL STA 1871. 1873. 1874. 1875. POPULATION AND ATTENDANCE. White youth of school age If.. . Colored youth of school age & . Whole number of school age & . Whites in public schools . Colored in public schools . Whole number in public schools . Average daily attendance . Youth in elementary private schools Youth in academic private schools . . . Youth in collegiate schools . 425, 000 42, 914 6, 664 49, 578 31, 377 37, 851 198, 516 150, 198 348, 714 63, 922 19, 755 83, 677 36, 749 23, 597 5,450 2, 198 218, 733 175, 304 394, 037 93, 167 42, 374 135, 541 85, 839 25, 745 4,957 c218, 733 cl75, 304 c394, 037 105, 990 50, 358 156, 394 105,766 26, 653 5, 379 2, 029 SCHOOLS. Public schools for whites . Public schools for colored . . . Public schools under local laws d . Total number of public schools . . Public schools reported as graded _ Public schools reported as high schools Private elementary schools . Private academic schools . Private and State collegiate schools e Average duration of school in days. . . 893 124 1,017 74 1,039 1,392 360 1,752 576 100 18 66 2, 223 2, 790 699 879 117 137 3, 039 3, 806 50 70 10 9 617 820 86 104 11 65 17 TEACHERS AND THEIR PAY. Male teachers in public schools . Female teachers in public schools . Whole number employed . Average monthly salary of men . Average monthly salary of women . Teachers in private elementary schools. .. Teachers in private academic schools . Teachers in collegiate schools . 795 318 1,113 $56 20 38 40 1,129 3,500 713 167 104 678 155 55 903 171 96 INCOME AND EXPENDITURE. Receipts for public schools _ Expenditure for public schools $292, 000 $260, 432 223, 667 $265, 000 265, 000 $435, 319 SCHOOL FUND. Permanent school fund . $350, 000 $350, 000 a In 1872 no public schools were taught beyond those under local laws. & School age 5-21 in 1871, then 6-18. e Census of 1874. GEORGIA. 59 TISTICS OF GEORGIA— 1S71 TO ISSO.a 1876. 1877. 1878. 1879. 1880. Increase or de¬ crease since 1879. Increase or de¬ crease since 1871. c218, 733 236, 319 236, 319 236, 319 cl75, 304 197 l 125 197, 125 197' 125 c394, 037 433' 444 433, 444 433' 444 121,418 128, 296 137, 217 147, 192 150, 134 I. 2, 942 I. 107, 220 57, 987 62, 330 72, 655 79, 435 86, 390 I. 6, 964 I. 79, 735 179, 405 190, 626 209, 872 226, 627 236, 533 I. 9, 906 I. 186, 955 108, 646 119, 160 130, 605 132, 000 145, 190 I. 13, 190 I. 113, 813 24,657 23, 302 26, 089 22, 819 35, 115 I. 12, 296 D. 2, 736 5, 601 4, 621 5,223 4,068 9, 052 I. 4, 984 2, 006 2, 133 2, 810 2, 766 4, 285 I. 1,519 3, 157 3, 580 3,774 4,001 4,066 I. 65 I. 3, 173 1,075 1,120 1,405 1,509 1,603 I. 94 I. 1,479 143 164 162 225 247 I. 22 4, 375 4, 864 5, 341 5,735 5, 916 I. 181 I. 4, 899 58 61 62 94 115 L 21 I. 41 13 12 11 14 16 I. 2 814 822 824 733 1,083 I. 350 I. 44 104 86 85 67 131 I. 64 20 18 27 22 32 I. 10 3,267 3, 654 1,633 1,826 4,900 5, 480 877 861 889 813 1,174 I. 361 I. 45 176 150 148 138 274 I. 136 126 126 161 155 232 I. 77 $434, 046 $400, 153 $411, 453 $465,748 411,453 d Includes graded, ungraded, and high schools in cities and counties under local laws. e Includes the State University and its affiliated schools, also medical colleges. GO REPORT OF THE COMMISSIONER OF~ EDUCATION. STATE SCHOOL SYSTEM. OFFICERS. In 1870 the system of public instruction was organized with the following officers: a State board of education, composed of the governor, attorney general, secretary of state, comptroller general, and the State school commissioner, who, appointed by the governor and confirmed by the senate, serves as the chief executive officer of the board; a county board of education for each county, composed of one person from each militia district, one person from each ward in any city in the county, and one from each incorporated town, elected by the legal voters for two years, the secretary of this board becoming county school commissioner ; 3 school trustees in each sub- district, elected, one each year, by the legal voters for 3 years. In 1872 the county boards of education were made up of 5 freeholders in each county, selected by the grand jury, three being elected for two years and two for four years at the first election, thereafter all for a 4 years’ term. The secretary serves ex officio as county commissioner of education, his term being 4 years. The school laws of 1872 and 1875 omit any mention of the continuance of district trustees, but in 1877 these officers were found serving in terms of the length heretofore referred to, their appoint¬ ment, however, being by the county boards. Their duties were, as before, to look after the interests of the schools in the subdistricts, to supervise school operations, choose teachers, &c. A few cities and their respective counties are under local laws ; otherwise the school officers are as above. — (Laws, 1870, 1872, 1875, 1877.) OTHER FEATURES OF THE SYSTEM. Comparatively few changes are found in the school laws since 1870. Provision was made by the law of 1870 for graded schools from primary to high, for evening, ambu¬ latory, and manual labor schools. The ambulatory schools were established where not less than 15 children of school age were to be found in 3 contiguous militia dis¬ tricts. They were to be kept open 2 months annually (while the regular term of the public schools is 3 months), failure to keep them open this length of time causing for¬ feiture of school money. White and colored children are to be taught in separate schools. No books of a sectarian or sectional character are to be introduced into the schools. Teachers of proven good character are to be licensed by the county commis¬ sioners with first, second, or third grade certificates, good for 1, 2, or 3 years, accord¬ ing to the grade. The schools are supported by a poll tax ; by special taxes on shows and exhibitions and on the sale of liquors ; by the proceeds arising from the commuta¬ tion of military services ; by endowments, gifts, and bequests ; by certain sums received from the Western and Atlantic Railroad, and such other amounts as the State may see fit to raise by general taxation. District taxation is also allowed for the buying, renting, and furnishing of school-houses. The school age was 6-21 in 1870 ; by law of 1872 it was made 6-18, and the basis of distribution was to be according to the enu¬ meration of children of school age in each county. The law limiting this apportion¬ ment to the children in each subdistrict was repealed in 1876. The enumeration was an annual one until 1874; since then quadrennial. The State board of education provided the text books in 1870 ; in 1872 this duty was relegated to the county boards, and it so remains. The State school commissioner has to make an annual report to the assembly, the subordinate school officers to him, and the teachers, at the end of each term, to the county commissioner, failure to do so causing forfeiture of pay. Principals of private schools and of elementary, academic, and collegiate institutions having public pupils must also report. The constitution of 1877 seems to do away with high schools, as the studies are limited to the elementary branches. Any city with a population of over 2,000 or any county may organize an independent system of schools and yet draw the pro rata share of all educational funds. — (School laws, 1870, 1872, 1875, 1877, and constitution.) GENERAL CONDITION. Progress continues to be made in education in this State, as is seen by the increase in enrolment and attendance at the public schools for 1879-80, in the number of these schools, and in the larger number of pupils in private elementary and secondary schools. Including the collegiate institutions, there are 605 more schools and 28,705 more pupils, though the increase in the public schools was only 9,906. There was doubtless an increase in public school teachers, but, with the exception of 20 addi¬ tional instructors in 4 counties and cities, no report is made. In the private and colle¬ giate institutions, however, 574 more teachers are found. To show still further the value of the public school system, the State school commissioner says that in the counties of Chatham, Richmond, and Bibb and in the cities of Atlanta and Columbus three times as many children are now taught in the public schools for a less sum of money than one-third of these formerly cost in the private schools. Yet he indicates the need of a sufficient corps of thoroughly prepared teachers, of teachers’ institutes, and of GEORGIA. 61 a larger school fund, to give a longer school term and to educate all. To show that more general taxation is requisite, Mr. Orr gives the number of illiterates in 1878 (whites, 20,839 ; colored, 148,494 ; total, 169,333), nearly one-half of these voters. He also refers to the unfortunates in the penitentiary, among whom not one in fifty of the blacks can either read or write, and not more than one in twenty of the whites. He would give by taxation (say of one mill on the dollar of all taxable property) better opportunities for a more general education and for a more thorough school system. — (Report of the State school commissioner.) r£sum£ of the school system for ten years. The constitution of 1868 required the establishment of a thorough system of general education, to be forever free to all the children of the State, but laws to that effect were not enacted till 1870, and in 1871 the State school commissioner proceeded to establish public schools. The inexperience of school officers, the absence of records of educational work, the want of system and familiarity with records and reports on the part of teachers and school officers, prevented any great measure of success in obtaining correct statistics the first school year. In 1871 the school funds for 1872 were appropriated to other purposes by the legislature, so that the schools were not fully established till 1873, when sufficient funds had accumulated to maintain school for three months. At the close of the school year 1874, a decided advance in public sentiment in favor of public schools was reported, and 125 counties had schools in operation during the year. In 1876 the entire school debt of 1871 (amounting to about $300,000) had been paid in almost every county, no new debt had been created, and a constant increase in enrolment, in average attendance, and in the number of public schools had been going on since 1873. The progress noticeable thus far continued in the following years, and, although in 1878 it was stated that the work done in advanc¬ ing educational affairs was inadequate, the results achieved, considering the limited means, were astonishing. In the counties and cities, under local laws, the schools were in operation from six to ten months ; in the State at large, only three months ; and when the State funds did not suffice for this, supplementary funds were given by the school patrons. — (Reports of the State school commissioners.) AID FROM THE PEABODY FUND. The schools have been aided very greatly by the trustees of this fund since 1870, the amount of $65,700 having been sent to different sections of the State. The sum received in 1879-’80 was $5,800, the scholarships in the normal college at Nashville taking $4,000, those at Atlanta University $1,000, while $800 went to the State agency to aid in con¬ ducting an educational canvass of the State. In addition to this, the promotion of popular education was aided by the awarding of Peabody medals, 75 in number, to the pupils having the best records in first class public schools, both white and colored children being included in the award. — (Reports of the trustees and State report.) KINDERGARTEN. The only school of this class reported in the State is the one established by Miss Anna E. Mills, at Atlanta, in the year 1876. The number of pupils at that time was 7 ; age of admission, between 3 and 7. This school was moved to Macon in 1878, and its usefulness has increased from year to year, as is seen by the larger number of pu¬ pils, increased length of term, &c. CITY SCHOOL SYSTEMS. OFFICERS. All the cities have superintendents, who act as executive officers of their boards. Atlanta has 12 members in its board of education ; Columbus, 11 members in the board of trustees ; Augusta and Savannah, combining both city and county systems, have members on their boards from city wards and country and village districts ; Bibb County, including Macon, has 3 ex officio and apparently 12 elective members on its board of education. — (City reports and laws.) STATISTICS. Cities. Population, census of 1880. Children of school age. Enrolment in public schools. Average daily at¬ tendance. Number of teachers. Expendi¬ ture. Atlanta . 37, 409 34, 569 10, 123 3, 759 4, 027 1, 359 2, 609 54 $51, 073 24, 829 11, 704 Augusta . 9, 366 Columbus . . 2, 863 3, 339 dlO, 917 1, 086 1, 042 2, 290 23 Macon . 12, 748 30, 709 1, 617 3, 110 30 19, 958 Savannah . . . 56 a In the county. 62 EEPOET OF THE COMMISSIONER OF EDUCATION. ADDITIONAL PARTICULARS. The public schools under local laws heretofore referred to are found in the county of Bibb, including the city of Macon; of Chatham, including Savannah; of Glynn and of Richmond, including Augusta ; and in the cities of Atlanta, Americus, Columbus, Griffin, and West Point. In 1870 preparations were made in Atlanta for a thorough system of graded schools, while Columbus had then, in addition to its graded schools for whites, some provision for colored children, and Savannah dated its graded system from March 21, 1866. In 1873 the counties of Bibb, Chatham, Glynn, and Richmond and the cities of Atlanta and Columbus had schools in operation under special laws. In the following year 4 counties and 3 cities reported 57 ungraded, 50 graded, and 10 high schools. The reports have varied from year to year in regard to the number of these schools, but in 1880 the system of schooling is reported as follows in cities of over 7,500 inhabitants : Atlanta has its graded schools classified as grammar and high, 2 of the latter and 7 of the former, 3 of these for colored pupils. The school property is valued at $100,000; although a new school building was erected during the year, great want of accom¬ modation was still felt, especially for the colored pupils. — (City report.) Augusta reported school property valued at $14,200 ; the schools (which were taught 183 days) divided into primary, grammar, and high ; a special teacher of penmanship ; and 1,236 pupils in private schools. — (Return.) Columbus continues its graded schools in 7 buildings, containing 1,160 sittings for study, and valued, with grounds and sites, at $26,500. Out of 195 school days, 182 were taught. About 200 pupils were enrolled in private and parochial schools. The superintendent, without extra pay, gives instruction to the teachers, as there is no normal school. — (Return.) Macon reports steady advancement from year to year in its schools, the annual ex¬ aminations in 1879-’80 showing the best work ever done. For the first time in several years the city schools had a full nine months’ term ; country schools were in session, white, nine months, colored, six. Although the year was one of great prosperity, a great lack of room for the pupils desiring admission was constantly felt. Two school buildings were erected during the year, but still more room was required for the coming term. City and county statistics include 25 different school-houses, with 2,200 sit¬ tings for study and 3,349 pupils enrolled. The value of school property was $33,000; the number of school days taught, 177. — (Eighth annual report and return.) /Savannah also reports overcrowding, so that many pupils have been pushed too early into the higher grades. Financial embarrassment required the closing of the schools one month earlier than usual, a nine instead of ten months’ term being the result. The departments of modern languages and calisthenics were abolished, and various changes in the corps of teachers were made during the year. The city schools occupy 7 school buildings, while in the country there are 7 white and 14 colored schools. The total enrolment for city and county was 4,235 ; average daily attendance, 3,177 ; per cent, of daily attendance, 90. — (Fifteenth annual report.) TRAINING OF TEACHERS. NORMAL SCHOOLS AND NORMAL CLASSES. The endeavor to establish a State normal college in Georgia has been thwarted for the present. Through the aid of the Peabody fund some twenty scholars received instruction in the normal college at Nashville, Tenn., during the year. — (State report.) The North Georgia Agricultural College , at Dahlonega, which organized a normal department in 1877, reported 67 male and 11 female students in the formal course in 1879-’80. The course of study occupies 4 years. — (Return.) The Haven Normal School, at Waynesboro’, which was organized in 1868, reports 50 normal and 150 other students in 1879-’80. Of the graduates, 25 have engaged in teach¬ ing. The course of study occupies 4 years. This is a colored school assisted by the Freedman’s Aid Society of the Methodist Episcopal Church. — (Return.) In Atlanta University two normal courses were reported in 1879-80, the higher nor¬ mal occupying 4 years ; the lower normal, 4 grades. In the former there were 77 stu¬ dents ; in the latter, 147. A certificate of graduation is given on completion of the course. — (Catalogue, 1879-’80. ) teachers’ institutes. The State school law makes no provision for the holding of teachers’ meetings. EDUCATIONAL JOURNAL. There is no educational journal published in this State. The Eclectic Teacher, of Kentucky, has a Georgia department, not always filled, however ; while in the J ournal of Education, published in Boston, Mass., there is sometimes valuable information respecting Georgia school affairs. GEORGIA. 63 SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. By tlie laws of 1872 high schools were made a part of the State system, hut ceased to he so under the constitution of 1877, which provided for instruction in elementary branches only. In 1873 there were 10 reported in the counties and cities under local laws, the enrolment and attendance not being given. In 1875 the number had in¬ creased to 13, in 1879 to 14, and in 1880 to 16. Doubtless there were other schools of this grade in different sections of the State, but their numbers and enrolment are not stated. In Atlanta in l&79-’80 there were 110 seats reported in the boys’ high school and 216 in the girls’ school. In Macon 74 pupils were admitted to the central high school, and the average attendance was 48. The Savannah schools of this grade graduated 11 girls and 8 boys. — (School laws and State and city reports.) OTHER SECONDARY SCHOOLS. There are many private high schools making annual report to the State school com¬ missioner. One hundred of these were reported in 1873, with a total enrolment of 5,450 pupils. In 1880 the number had increased to 131, with 274 instructors and 9,052 pupils. For statistics of commercial schools, academies, special preparatory schools, and preparatory departments of colleges, see Tables IV, YI, VII, and IX of the appendix, and the summaries thereof in the report of the Commissioner preceding. Among these schools will be found Clark University, Atlanta, an institution for the colored race, which is attaining collegiate rank. It had a large new building erected for it in 1880, costing $30,000. Students in 1879-?80, 176 ; instructors, 7. — (Thirteenth annual report of the Freedman’s Aid Society.) SUPERIOR INSTRUCTION. COLLEGES FOR YOUNG MEN OR FOR BOTH SEXES. The University of Georgia, Athens, which was chartered in the year 1800, reported preparatory, academic, and professional departments in 1871. The academic depart¬ ment included 7 schools: those of ancient and modern languages, belles lettres, meta¬ physics and ethics, mathematics, natural philosophy and astronomy, chemistry, and mineralogy. French and German were the only modern languages taught at that time. In 1872 the Georgia State College of Agriculture and Mechanic Arts was opened in connection with the university ; in 1873 the preparatory school seems to have been dropped, and a branch agricultural college was established at Dalilonega; in 1874 and 1875 a commercial course was referred to, and in 1875 Spanish became a part of the modern language course. In the same year geology was added to the school of chemistry and mineralogy, while the school of ancient languages was expanded into two, the one for Latin, the other for the Greek language and literature. In 1876 there were 10 academic schools ; the ninth including history and political science ; the tenth, English literature. In 1877 the studies of natural history and geology formed an eleventh school. In 1878 the school of English literature was consolidated with that of belles lettres ; the chancellorship was dispensed with, the professor of met¬ aphysics and ethics assuming the duties ; and the chair of natural history and ge¬ ology was abolished, other professors teaching these branches. Law, medicine, and civil engineering were also taught during these years. In 1880 there were 10 aca¬ demic schools, out of which were formed the classical, scientific, and literary courses of 4 years each, the courses being similar the first two years. In the State college, agriculture, engineering, and applied chemistry were taught. For a change of course in the law department in 1880 and for the addition to the university of several branch agricultural colleges, reference is made to the proper headings. — (Catalogues. ) Of the other colleges reporting, Atlanta University, Bowdon College, and Gaines¬ ville College are non-sectarian ; Mercer University, Baptist ; Pio Nono, Roman Cath¬ olic ; and Emory College, Methodist Episcopal South. All have classical courses, all except Mercer preparatory instruction, and all except Bowdon and Gainesville sci¬ entific courses. Pio Nono reported a class in civil engineering and graduate courses in ethics and some branch of scientific study ; also, a commercial course connected with the scientific course. Atlanta University gives normal, theological, and agri¬ cultural instruction. Emory College has biblical study in both classical and scien¬ tific courses. At Mercer University theological and legal departments are found. Clark University (for colored students), Atlanta, reports 176 students and 7 instructors, as will be seen by reference to Secondary Instruction. — (Catalogues and thirteenth annual report of the Freedman’s Aid Society.) 64 EEPOET OF THE COMMISSIONEE OF EDUCATION. INSTITUTIONS FOR THE SUPERIOR INSTRUCTION OF YOUNG WOMEN. Three of the above colleges give equal privileges to this sex. For the names, loca¬ tion, and statistics of schools especially for this class, see Table VIII of the appendix ; for a summary thereof, see a corresponding table in the report of the Commissioner preceding. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. The following schools for scientific instruction have been established since 1870 in connection with the University of Georgia : the Georgia State College of Agriculture and the Mechanic Arts, Athens, 1872, which has 4 years’ courses in agriculture, engi¬ neering, and chemical science, with a special higher course in civil engineering and a course in building and architecture ; the North Georgia Agricultural College, Dalilon- ega, 1873, which (with preparatory, normal, and military departments and a 4 years’ scientific course) had 325 students of both sexes in 1880 ; the South Georgia College of Agriculture and the Mechanic Arts, Thomasville, 1879, which oilers preparatory, academic, and collegiate departments, and had 170 male students in 1879-’80 ; the Southwest Georgia Agricultural College, Cuthbert, 1879, with primary, preparatory, and collegiate departments, in which were 178 students, and the Middle Georgia Military and Agricultural College, Milledgeville, 1880, which, in addition to military training, prepares for the higher classes at Athens, for practical farm life and mining, and for teaching. This branch had 310 students of both sexes in its first session, Jan¬ uary to June, 1880. — (Catalogues.) PROFESSIONAL. Theological instruction is given the in Atlanta Baptist Seminary (under the auspices of the American Baptist Home Mission Society), which, founded in 1870 as the Au¬ gusta Institute and removed to Atlanta in 1879, reports 60 students for the ministry in 1880 and 3 instructors ; in the Atlanta University, in which a class of 4 theological students was reported in 1879-80; and in the theological department of Mercer Uni¬ versity. At Emory College, Oxford (Methodist Episcopal South), Hebrew is taught in connection with the collegiate studies of the junior and senior years, as a means of preparation for the ministry, 10 ministerial students being reported in 1879-80. The course and requirements in these remain somewhat indefinite. — (Baptist Year Book, 1881, and college catalogues.) Legal instruction has been given since 1867 in the department of law of the Uni¬ versity of Georgia. The course was 1 year (two terms of 5 months each) until 1880, when it was changed to 2 years (two terms of 10 months each). Mercer University, Macon, continued its course of law, covering the collegiate year. Diplomas and the degree of b. l. are conferred. One student was reported in 1879-’80. — (Catalogues.) Medical instruction is given in the Atlanta Medical College, organized in 1855 ; in the Southern Medical College, at Atlanta, which closed its first course of lectures in February, 1880, with 64 students, graduating 8 ; and in the Medical College of Georgia (medical department of the University of Georgia), organized in 1829. All these require the usual 3 years of study and attendance on 2 lecture courses of about 5 months each. The first mentioned, since 1878, offers also an optional 3 years’ graded course. The Savannah Medical College, opened in 1853, was suspended in 1876-’78, reopening the latter part of 1878 with the same requirements : a thesis, 3 'years of study, and attendance on 2 lecture courses of 4 months each. — (Announcements.) SPECIAL INSTRUCTION. EDUCATION OF THE DEAF AND DUMB. The Georgia Institution for the Education of the Deaf and Dumb, Cave Spring, which was first started in 1846, has educated about 370 students since that date, 70 of these being under instruction in 1880. The English language, geography, grammar, natural philosophy, natural history, arithmetic, and penmanship are taught; also shoemaking and gardening. There were 5 instructors in 1880. — (Report and American Annals of the Deaf and Dumb. ) EDUCATION OF THE BLIND. The Georgia Academy for the Blind, Macon, was founded in 1852 and is under the control of the State. Training is given in the ordinary branches and music. Boys are taught certain mechanical employments. Girls receive instruction in beadwork, crocheting, and domestic duties. In 1879 there were 6 instructors reported, 4 blind employes or workmen, 58 pupils, and 182 pupils since the opening of the institution. No later information was received at date of going to press. GEORGIA. 65 EDUCATIONAL CONVENTIONS. teachers’ associations. The State Teachers’ Association was an organized body prior to 1870, and it was at a special meeting of this association, held at Macon in November, 1869, that a report on a system of public schools for the State was unanimously adopted. The sessions for 1880 were held May 4-6 at Macon, the vice president, Mr. Charles Lambdin, read¬ ing an inaugural address on the “Dignity of the teacher’s profession.” Mr. Gannon, of Savannah, opened a discussion on “Latin in preparatory schools.” The afternoon of the first day was devoted to a Mallon memorial meeting, this being the first meet¬ ing ever held without Mr. Bernard Mallon’s presence. A committee of necrology was named to collect accounts of noted Georgia teachers who have passed away. On the second day an excellent paper on “Written work,” by Miss L. A. Haygood, of Atlanta, was read. She wishes the limit of written work to be according to the ability of the teacher to examine and grade it. All vital points should be discussed in writing, the scholar to feel that any recitation may be a written one. “ Spelling and how to teach it” and “The useful and theoretical in education ” were the next papers, Hon. E. R. Dickson in this latter paper showing that too many text books are used. “True culture ” was shown to be where the education is thorough and genuine of its kind ; all other blunts the intellectual and moral manhood. The other papers were: “A natural way of teaching languages” and “How to teach spelling and reading to be¬ ginners.” After passing the usual resolutions, appointing officers, &c., the meeting adjourned. — (New-England Journal of Education and report of the association.) The third convention of the Middle Georgia Teachers’ Association was held at Tomp¬ son December 16-17, 1880. An address was delivered by State Superintendent Orr and papers were read by Professor H. C. White, of Athens ; Rev. E. R. Caswell, of Augusta, and by Messrs. W. B. Fambrough, Otis Ashmore, E. W. Butler, and V. E. Orr. — (Teachers’ Institute, January, 1881.) OBITUARY RECORD. HON. AMOS T. AKERMAN. This much respected lawyer and statesman, born February 23, 1821, at Portsmouth, N. H., died at his home in Elbert County, Georgia, December 21, 1880. Graduating from Dartmouth College in 1842, he spent several succeeding years in teaching in North Carolina, Virginia, Illinois, and Georgia. In this last State he was a tutor in the family of Senator George M. Berrien while a student in his law office. Profiting much from Mr. Berrien’s excellent instructions, as well as from his own collegiate training and experience in teaching, Colonel Akerman, on his admission to the bar, soon at¬ tained high reputation. Adhering to the confederacy during the rebellion, at its close he gave his firm support to the Union and did his utmost to secure for the enfran¬ chised slaves the enjoyment of their rights. In 1868, as a member of the constitutional convention of his State, he aided greatly in perfecting the judicial and educational articles of the constitution of that year. Two years afterwards his abilities and ser¬ vices were rewarded by his appointment as Attorney-General of the United States ; but the atmosphere of Washington was not found to be congenial, and he retired within a year to his quiet Georgia home, where the remainder of his days were spent, in the peaceful prosecution of his former legal work. CHIEF STATE SCHOOL OFFICER. Hon. Gustavus J. Orr, State school commissioner , Atlanta. [Fourth, term, January 1, 1881, to January 1, 1883. J The only preceding incumbent of the office was Hon. J. K. Lewis, 1870-1872. 66 REPORT OF THE COMMISSIONER OF EDUCATION. SUMMARY OF EDUCATIONAL STATIS 1870-71. 1871-72. 1872-73. 1873-74. 1874-75. POPULATION AND ATTENDANCE. Youth of school age (6-21) . 878, 417 882, 693 909, 994 938,878 958, 003 685, 676 Enrolled in public schools . 672, 787 662, 049 654, 309 671, 775 341,686 34, 883 329, 799 34, 784 351,504 34, 701 383, 334 51, 022 Pupils in private schools . 51, 296 SCHOOLS AND DISTRICTS. Reporting school districts . 11,112 10, 538 11, 231 11, 361 11, 285 11, 460 Number with full legal school 10, 767 10, 989 11,011 11, 255 term or more.u N umber with less than this. . - . 356 275 213 157 116 Number that had no school. ... 218 189 142 126 111 Number reporting libraries.... 1,092 830 877 1 843 785 Volumes in these libraries . 51, 133 54,286 54, 133 52, 747 46, 721 Public school-houses . 10, 978 11, 289 11, 323 11,434 11, 447 New ones built within the year. 470 528 376 341 333 Whole number of public free 11, 156 11, 396 11,648 11,646 11,797 schools. Number of these graded, ex¬ 651 611 762 754 785 cluding high schools. 88 106 116 133 Number of high schools - - 91 Average time of public schools 147 151 145 151 152 in days. $22,894,116 $17,073,752 Valuation of public school $18,373,880 $19,876,708 property. 420 541 478 Private schools reported . 460 436 TEACHERS AND THEIR PAT. Male teachers in public schools . 8,826 9, 094 8, 767 9, 036 9,288 Female teachers in public 11, 459 11, 830 11,992 12, 093 12, 320 schools. 21,608 Whole number, male and fe¬ 20, 285 20, 924 20, 759 21, 129 male. Average monthly pay of men . $49 00 $50 00 $47 44 $48 19 $48 21 Average monthly pay of women. 37 00 39 00 32 56 33 46 33 32 Teachers in private schools .... 653 895 894 1, 355 1, 357 INCOME AND EXPENDITURE. Whole receipts for public $7, 470, 682 $7, 500, 123 $7, 694, 075 $7, 893, 591 $7, 860, 554 schools. 7, 389, 209 Whole expenditure for them. . . 7, 153, 287 7, 480, 889 7, 655, 268 7, 865, 682 SCHOOL FUNDS. Reported amount of permanent State funds. $6, 157, 052 $6, 382, 248 j$6, 382, 000 j$6, 573, 804 a For the first two years, 6 months ; for the others, 5 months, except in ILLINOIS. 67 TICS OF FLTjIXOIS — 18TO-’Tl TO 1879-’80. 1875-76. 1876-77. 1877-78. 1878-79. 1879-m Increase or de¬ crease since 1878-79. Increase or de- crease since ■ 1870-71. 973, 589 992, 354 1, 002, 421 1, 000, 694 1, 010, 851 I. 10, 157 I. 132, 434 687, 446 694, 489 706, 733 693, 334 704, 041 I. 10, 707 I. 32, 260 420, 031 423, 638 404, 479 431,638 I. 27, 159 I. 89, 952 49, 375 59, 375 41, 406 47, 674 60, 440 I. 12, 766 I. 25, 557 11, 563 11,581 11,714 11, 680 11, 599 L. 81 I. 487 11, 204 11, 285 11, 438 11, 422 11,419 D. 3 I. 881 113 64 55 171 76 D. 95 D. 280 94 94 101 87 105 I. 18 D. 113 1,091 886 899 928 980 I. 52 D. 112 46, 722 48, 189 49, 310 47,689 57, 726 I. 10, 037 I. 6, 593 11, 693 11,743 11, 874 11, 889 11, 883 D. 6 I. 905 283 211 212 135 265 I. 130 D. 205 11,905 10, 808 12, 286 11, 993 11, 964 D. 29 I. 808 822 973 810 860 921 I. 61 I. 270 110 103 128 109 110 I. 1 I. 19 150 152 154 144 150 I. 6 I. 3 $18, 058, 386 $17, 783, 929 $16, 105, 870 $16, 902, 710 $15, 875, 566 D. $1,027,144 D.$2,498,314 527 548, 582 660 661 I. 1 I. 201 9,295 9, 162 9, 475 8, 973 8, 834 D. 139 I. 8 12, 826 12, 836 12, 817 12, 737 13, 421 I. 684 I. 1,962 22, 121 21,998 22, 292 21, 710 22, 255 I. 545 I. 1,970 $47 96 $46 17 $54 07 $41 45 $41 92 I. $0 47 D. $7 08 33 30 32 23 30 89 34 18 31 80 D. 2 38 D. 5 20 1,276 1,317 1, 017 1,125 1,497 I. 372 I. 844 $8, 448, 467 $8, 020, 534 $7, 815, 693 $6, 142, 340 $7, 836, 953 I. $1,694,613 I. $366,271 8,268, 539 7,702,525 7, 526, 109 6, 190, 733 7, 531, 942 I. 1,341,209 I. : 378, 655 $5, 752, 565 $5, 337, 858 $6, 577, 892 $9,049, 302 I. $2,471,410^ I. $2,892,250 incorporated cities and villages, where 6 months is still the minimum. 68 REPORT OF THE COMMISSIONER OF EDUCATION. STATE SCHOOL SYSTEM. OFFICERS. For the ten years embraced in this review, the public free schools have been under the following officers: a superintendent of public instruction for the State, a superin¬ tendent of schools for each county, three trustees of schools for each township, and three directors for each school district;1 2 the trustees have the custody of school- houses and sites ; the directors, the supervision and control of schools, under the over¬ sight of the State and county superintendents. These officers are all elected by the people, those for the State and counties for 4 years’ terms; those for townships and districts, after the first election, for 3 years’ terms, one being subject to change an¬ nually. Women duly qualified are by law of 1879 eligible to any school office, though the constitutionality of the law has been questioned. OTHER FEATURES OF THE SYSTEM. The full State system includes, besides the public free schools, 2 State normal uni¬ versities, an industrial university, schools for the blind, for the deaf and dumb, for the feeble-minded, and for soldiers’ orphans, with a reform school for boys and an in¬ dustrial school for girls. These all receive attention under the heads Training of Teachers, Superior Instruction, Scientific Instruction, and Special Instruction. The public schools have from the beginning been free to all resident white youth of school age, which age till 1866 was 5 to 21 ; since then, 6 to 21. From 1870 they have also been free to colored children of such age, and since 1874 none of this race could be excluded from any public school on account of color. Gradation up to high schools is provided for by law, and in addition to the high schools there are State normal schools and a State Industrial University. The former offers free instruction to certain qualified students who engage to teach in the State schools, the latter to all qualified residents of the State. The direction of studies to be pursued and text books to be used is given to the local school boards. Besides the common English branches, instruction in German, French, music, and drawing has been long allowed, and since 1872 teachers have been required to be able to teach physiology and the laws of health, a requirement limited from 1879 to those above the lowest grade. Each teacher in a State free school must have from the proper officer a certificate of qualifi¬ cation covering the whole school time to be engaged for, and must return to the clerk of the school board the required schedules of attendance before he can draw his pay. This pay for teachers is derived from a State allowance of $1,000,000 annually3 and from local taxes, which must not exceed 2 per cent, for current and 3 per cent, for building purposes. The school month throughout the ten years has been practically 22 days, though in the earlier and later years of that period made the calendar month less Saturdays and legal holidays. The school year, for the statistics of State schools, was in 1879 changed to end J une 30 instead of September 30. For school sessions, it is in ordinary districts 110 days of actual teaching ; in cities and incorporated vil¬ lages, 6 to 10 school months. GENERAL CONDITION. The record for 1879-’80 is encouraging. Though the districts reporting were 81 less than in the previous year, the number of pupils enrolled in public and private schools was more than twice as great as the additional youth of school age ; the average daily attendance in free schools alone, almost three times as great. The public schools em¬ braced in the returns were 29 less ; but the number of these graded, including one high school, was 62 greater, and 130 more than in 1878-79 had the benefit of fresh new school-houses ; 52 more had libraries to aid and supplement the school work, and the increase in the number of volumes in the libraries was 10,037. The increase of teach¬ ers, 545, was in fair prox»ortion to the increase of enrolment and average attendance in the public schools ; while in private and church schools the number of new teachers, 372, was about 1 to every 34 new pupils. The receipts for public schools were $1,695,613 greater than those of the preceding year ; the expenditures for them, $1,341,209 greater ; the State school funds, including some new elements, $2,790,589 more. RlSSUMlL FOR TEN YEARS. For the whole ten years the increase shown is proportionately less than for the last year ; partly because, for the .first four years of the ten, a State superintendent of emi¬ nent ability, holding the chair for a long time, had brought the schools up to a point 1 The only exceptions to this statement as to directors may he found under the head of City School Systems, following. 2 This sum, made in 1873 the fixed product of State taxes and school funds and since regularly con¬ tinued, is distributed on the basis of the number of children under 21 years of age in each school district. ILLINOIS. 69 which it was hard to pass, and partly because four of the following years were tilled with disheartening financial troubles, which threw great hindrances in the way of progress. Still there was growth. The number of children brought into the schools did not, indeed, begin to meet the steady increase of scholastic population, but the average daily attendance materially improved. Then, the reporting districts and the number with full school tetms increased most encouragingly ; there were 808 more public free schools, 289 more of these graded, including 19 more high schools; 1,970 more teachers, of whom a greater proportion had been specially trained for school work ; and, although the receipts and expenditures for schools and the valuation of school property do not seem greatly larger, they represent a higher value, owing to appreciation in the currency. CHANGES IN THE SCHOOL LAW. In 1872 the basis of apportionment of school funds, which had been threefold, was unified and made to be the number of children under 21 years of age ; the school month was made 22 days actually taught, instead of the calendar month less holidays, which was again restored in 1879 ; elections of school trustees were changed from the second Monday in April to the second Saturday, to secure a fuller attendance; township treasurers were declared to be the only lawful custodians of district and township funds and were required to be residents of their respective townships ; division of dis¬ tricts was restricted ; the district school tax was limited to 2 per cent, for the support of schools and 3 per cent, for building purposes. District bonded indebtedness, too, which previously might be added to at the rate of 5 per cent, on the district property each year, was limited to 5 per cent, as a whole. Township high schools and elective city boards of education were also then provided for, and all incorporated institutions of learning were required to report to the State superintendent. In 1873, the eligibil¬ ity of women to all school offices was declared ; in 1874, the right of colored children to the full privileges of the public schools, secured in general terms by the constitution of 1870, was explicitly stated and very firmly emphasized; in 1875, the visitatorial powers of the State superintendent were made to extend to the charitable institutions of the State, which were also ordered to report to him, as the literary institutions had been before required to do. In 1879, the dates for reports from all minor school officers were made earlier, to give more time for preparation of the State report ; the old school month was, as before stated, restored ; and a general law for cities incorporated under earlier charters, which made members of the common council ex officio members of the school boards, required that such boards should thereafter be constituted by the mayor nominating to the council in the first year 2 members from each ward to serve respectively for 1 and 2 year terms, while in subsequent years one only from each ward should be nominated, in place of the outgoing one, for a 2 years’ term. These boards were to organize by electing one of their number president and another secretary for a year. KINDERGARTEN. The first one in this State known to the Bureau was the West Side Kindergarten of Miss Sara Eddy, in Chicago, established in 1871. The next, the University Square Kin¬ dergarten of Mrs. John Ogden, established in 1874. In 1879, there were 13 on the list of the Bureau, of which number 10 reported. For those reporting for 1880, see Table Y of the appendix to this volume. CITY SCHOOL SYSTEMS. OFFICERS. Cities incorporated since 1872 have, under a general law, boards of education of 6 members for populations ranging from 2,000 to 12,000, with 3 additional members on reaching 12,000 and 3 for every 10,000 beyond that. The members are elected by the people for 1, 2, and 3 year terms at first, and afterwards each for 3 years, one-third going out each year. Cities previously chartered, in which, by general or special law, mem¬ bers of the common council had been made ex officio members of the school board, have been required since July, 1879, to have boards of education composed of 2 members from each ward, appointed by the mayor with consent of council, one member from each ward to be subject to change yearly. Cities with 100,000 or more inhabitants have boards limited to 15 members, appointed by the mayor with consent of council, one-third to be annually changed. City superintendents of schools act in most cases as executive agents of the boards. Chicago has, also, an assistant superintendent. 70 EEPOET OF THE COMMISSIONEE OF EDUCATION. STATISTICS. Cities. Reported popula¬ tion. a Youth of school age. Enrolment in public schools. Average daily at¬ tendance. Number of teachers. Expend¬ iture. 8, 978 11, 825 10, 682 17, 184 4, 532 5,395 1, 961 1, 614 40 $38, 362 60, 689 1, 000, 003 14, 938 25, 559 Bloomington. _ _ _ _ _ _ 3, 581 2, 386 1 42,375 1, 230 65 flhic.affn _ _ 503, 305 7, 735 137, 035 3, 030 59, 562 1, 860 898 Danvillo _ 34 Decatur _ _ _ _ ...... _ 9,548 8, 789 3, 438 2,546 1, 751 1, 320 1, 373 29 El°in . . . ... _ 831 21 12, 827 !Ejcist St Louis "Freeport _ _ _ 8,516 11, 446 1,700 2, 075 1, 350 1,474 28 (Tfllftsbnro’ _ 4, 257 35 18, 821 TTyrle Part _ 15, 716 Jacksonville . . 10, 927 11, 659 Joliet _ _ _ 4,165 2,038 1, 737 4, 761 3, 723 1, 604 41 23, 498 Ottawa _ _ _ 18, 962 Peoria _ _ _ 29, 319 9, 670 9, 541 3, 386 76 64, 870 Quincy . . . 27, 275 2, 377 • 1,833 1, 587 55 38, 274 25, S74 31, 562 Roclrford b . . . . 13, 136 11, 661 19, 746 3, 884 3, 426 2, 105 2, 166 57 Rock Island _ _ 37 Rprinjrfield _ _ _ a The populations here given are either from the census of 1880 or from enumerations made under municipal or State direction in the same year. b The statistics are for 1878-’79. ADDITIONAL PARTICULARS. Belleville reports 700 pupils in private or parochial schools, besides the 1,961 in public schools, making 2,661 in all, or about 59 per cent, of the number of youth of school age. The public school buildings for the year were 4, with 40 rooms and seats for 2,000 pupils ; the valuation of school property (one additional building having been added), $72,000; the grades in the schools, 8. In the hope that shortening the course would induce a larger number to complete it, the ninth grade was dropped ; but the result showed fewer in the higher grammar grades. German was among the studies and was thought to be an element of strength. — (Report and return.) Bloomington , under a lady superintendent, presents the very creditable record of 103 pupils in the public schools neither absent nor tardy for the year, an average daily attendance nearly 94.5 on the average number belonging, 2 new brick school buildings erected at an expense of about $15,000, and the extinction of nearly $24,000 of indebted¬ ness. — (Report.) Chicago, besides the 59,562 youth in public schools, had 22,506 in private or church schools,1 a total of 82,068, leaving 54,967 of school age out of school, of whom 30,080 are said to have been at work for wages or to have left school not to return. The city school buildings for the year (including 5 newly built and 17 rented ones) numbered 73, giving seats for 44,639 pupils, and valued, with furniture and apparatus, at $1,543,650. The elementary instruction was given, as before, in 4 primary and 4 grammar grades, the secondary in 4 high school grades. There was one ungraded school with 69 pupils, the remainder of the 59,562 enrolled being 47,174 in primary grades, 10,859 in grammar grades, and 1,460 in high. No mention is made of the 10 evening schools, which in 1878-J79 enrolled 2,360 pupils iu a session of ten weeks. A school for deaf-mutes estab¬ lished in January, 1875, proved so successful that in 1879 the State legislature appro¬ priated $15,000 for the extension of its work, and through this aid the city board was enabled to establish a branch school in each of the 3 divisions of the city, retaining the iirst established as a central school for the more advanced pupils. The enrol¬ ment in these schools for 1879-’80 was 46 ; the number of teachers, 5. The principal of the central school had general charge of all 4. In the general school course, draw¬ ing, vocal music, and German maintained their place, music being begun in the first year, drawing in the second, German in the fifth. The number of pupils taking Ger¬ man in 1879-80 was 3,004, an increase of 696, although, under a rule that there must be 20 pupils to form a class, 350 who desired to study it were unable to do so. From the crowding in the lower grades, there had to be by the close of the year 101 half day divisions of city schools, with a membership of 5,716. The average daily membership by grades throughout the city was : primary, 34,469 ; grammar, 9,399 ; liigh, 1,179 ; of which last 242 were iu the Central High School.— (Report of board of education.) Danville reported 12 years in its school course, 8 below the high school aud 4 in that school, which had both a classical and a general course, each of 4 years. Decatur presents for the year 1879-’80 only a brief report, embodying little beyond 1 At tlie close of tlie year, it appears from the school census of 1880 that there were 28,635. ILLINOIS. 71 statistics, tlie chief items of which are given in the table. In the high school noticed last year were 5 teachers ; in the ward schools, 24. The average daily attendance to each high school teacher was 30.4; to each ward school teacher, 50.9. Elgin reports 7 school buildings, with 24 rooms and 1,120 sittings for study, all val¬ ued (with sites, furniture, and apparatus) at $15,763. The schools included primary, grammar, and high divisions, the first enrolling 1,130, the second 166, the third 24. In private and parochial schools there were 546 more. — (Return.) Freeport’s statistics, which appear to be for 1880-?81 rather than for 1879-80, indicate primary, grammar, and high schools, housed in 6 buildings, with 2,000 sittings for study ; besides 3 private or church schools, with 25 rooms. — (Return and printed slip.) Galesburg had in 1879-80 seven school buildings, all of brick save one ; the schools furnished ample accommodation, and were generally supplied with globes, charts, and maps and had grounds planted with trees. A high school, with 3 years of study, scientific and Latin-scientific, was at the head of the school system, 8 lower grades leading up to this. The plan is to promote from grade to grade whenever classes or single pupils have finished the prescribed work, without constrained limitation to any fixed time. Drawing enters into the school course, but was not as successful dur¬ ing the year as could be wished. A special teacher of penmanship was employed for a part of the year, with marked improvement, the pupils paying for the lessons. — (Report.) Joliet reports 7 school buildings, with sittings for 1,784 pupils, valued, with sites, furniture, and apparatus, at $66,062. Ottawa makes only a brief newspaper report, containing nothing beyond the statis¬ tics given in the table, except that the average monthly enrolment was 1,329.8; the average of that enrolment to each teacher, 47-J ; the cost per pupil on total enrolment, $10.91, and on average monthly enrolment, $14.25. In 1879 it had 8 school buildings, with an average of 4 rooms each and with sittings for 1,680 pupils. Sites, buildings, furniture, and apparatus were then valued at $80,050. Peoria appears to have condensed its school accommodations, as in place of the 16 buildings reported in 1878 it reports 10 for 1879-’80, one of these a large new one, heated by steam, well lighted from the rear and left side of the pupils, with good arrangements for ventilation. This last was built at a cost of $16,046. All the school buildings, with sites, furniture, and apparatus, were valued at $217,700, and afforded sittings for 2,300 primary, 1,600 grammar, and 250 high school pupils. The whole number of pupils enrolled in the year is said to have been about 68 per cent, of the school population between 6 and 16 years of age, while the average daily attendance was 96 per cent, of the average enrolment, a fair indication of attractive teaching. In the high school the attendance was much increased by the adoption, at the beginning of the year, of an English and commercial course running parallel with the classical. Of 200 pupils, 69 took the English course. There were 2 evening schools, attendance not given. Fourteen private and church schools had 1,800 pupils. — (Report and return. ) Quincy in 1879-80 had 9 school buildings owned by the city and 1 rented, 53 class rooms, 5 recitation rooms, and seats for 3,211 pupils ; all, with sites, furniture, and apparatus, valued at $200,700. Although the youth of school age numbered more than the preceding year, the enrolment and average attendance in public schools were smaller, owing, the superintendent says, to measles in 3 districts and to dissatisfaction with the school arrangements in another. Still, including 1,800 in private and paro¬ chial schools, there were 5,523 children under instruction out of the 9,541 entitled to it. In the public schools the enrolment was 3,178 in primary, 428 in grammar, and 117 in high school grades. The instruction appears to have been good and the re¬ sults in most of the studies encouraging. Drawing, however, is still said to have been rather unsatisfactory, from want of sufficient preliminary training of the regular teach¬ ers, a hindrance to success which it was hoped would be partially removed ere long. Grammar was taught orally in the primary grades ; reading, by the word aud phonic method ; German, only in the grammar and high schools. — (Report and return. ) Rockford had in 1878-79 (the date of the latest report) 11 school buildings, with 40 rooms for both study and recitation and 13 for recitation only ; 2,500 sittings for study ; value of sites, furniture, and apparatus, $121,500. Besides the 2,105 children in pub¬ lic schools there were about 500 in church or private schools, making 67 per cent, of the school population under training. A special teacher of music was employed in the public schools. Rock Island presents 10 school buildings, with 38 rooms for united study and recita¬ tion, besides 5 for recitation only ; sittings for 1,365 primary, 735 grammar, and 120 high school pupils ; valuation of all school property, $102,300. In private and parochial schools there were 410 pupils. A table accompanies the report which shows a gain since 1873 of 35f per cent, in enrolment in the public schools, of 574- per cent, in average belonging, and of 60 per cent, in average attendance. The grades presented are 3 primary, 2 intermediate, 4 grammar, and 4 high, the English department of the high school, however, having only 3. — (Report and. return.) 72 REPORT OF THE COMMISSIONER OF EDUCATION. TRAINING OF TEACHERS. STATE AND COUNTY NORMAL SCHOOLS. There were 2 State normal schools in 1879-’80, the Illinois State Normal University , at Normal, near Bloomington, and the Southern Illinois Normal University , Carbondale, and 1 county normal school, the Cook County Normal School , Normalville, the Peoria County Normal School, established in 1868, having been discontinued in the spring of 1879. All have courses of 3/years in English studies ; the Southern Illinois, a classical course also, covering one preparatory and 3 normal years. All had schools connected with them, which served in some measure as preparatory schools while used as model schools for observation and practice. The 2 State schools had, during the year, 25 iutsructors, 605 normal students, and 25 graduates; the Cook County school, 8 instruc¬ tors, 200 normal students, and 22 graduates. — (Reports and returns.) OTHER NORMAL SCHOOLS AND NORMAL COURSES. Sis private or church schools for training teachers report in some way for the year as follows: Evangelical Lutheran Teachers’ Seminary, Addison, 7 teachers and 130 normal students, with 22 graduates from its 5 years’ course ; normal department of Eureka Col¬ lege, Eureka, 5 teachers, 40 students in a 3 years’ course, no graduates; Northwestern German-English Normal School, Galena, 5 teachers, 78 students in a 3 years’ course, and 3 graduates; Morris Normal and Scientific School, Morris, 11 teachers, 80 students in a 4 years’ normal course, and 9 graduates ; Teachers’ T> dining School and School oj Individual Instruction, Oregon, 3 instructors, 60 students in normal courses, but no graduates ; and Westfield College Teachers’ Course, 4 students, teachers and graduates not indicated. Total reported instructors in the 6 schools, 31; normal students, 292; graduates, 34. Northern Illinois College and Normal School, Fulton, and McKendree College, Lebanon, had also in the year arrangements for normal training, and probably Bock Iiiver Uni¬ versity, Dixon, which had a 2 years’ normal course in 1878-’79. Hedding College, Abingdon, and Lake Forest University, Lake Forest, announced in 1879-’80 normal instruction for the following year. In the State report appear 2 other schools offering normal training, but without indication of normal students : Teachers’ Institute and Classical Seminary, East Paw Paw, and Normal College, Grayville. TEACHERS’ INSTITUTES. Superintendent Slade says that the reports for the year ending July 1, 1880, show 225 institutes held by county superintendents and 147 by other persons, or 372 in all, and that they were in session 1,865 days, an average of 5 days each, with a total enrol¬ ment of 8,424, being 38 per cent, of the number teaching in the schools that year and an average of 32 teachers attending each institute. These figures and those of 11 preced¬ ing years (omitting one fractional year) show him that only from 24 to 38 per cent, of the teachers in the public schools attend any of the institutes held for their improve¬ ment in about three-fourths of the counties of the State each year. Pursuing his in¬ quiries further, he has found that in 25 counties, in which well arranged institutes were held under good leadership, 64 per cent, of all the teachers attended, and that in some others where the institutes were exceptionally good all or nearly all the teachers were enrolled, while in 67 other counties (more thau three-fourths of all in the State) at least 76 teachers out of every hundred did not attend any institute at all. He there¬ fore adopts and urges a plan, proposed by Superintendent Bateman in 1872, for having the State engage a set of State institute instructors, who, by their skill and eloquence, may bring out a far greater proportion of the teachers, and enlighten, influence, and improve them. EDUCATIONAL JOURNALS. The Educational Weekly continued at Chicago during 1880, together with the fol¬ lowing monthlies : Barnes’s Educational Monthly, published simultaneously in Chicago and New York; Western Educational Journal, begun at Chicago January, 1880; Edu¬ cational News Gleaner (in its fifth volume), Chicago and Normal ; and the Normal Worker, begun at Morris in the beginning of the year. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. The statistical table at the opening of this abstract shows 110 public high schools, a smaller number than iu some preceding years. The seeming diminution, Superin¬ tendent Slade says, is due to the fact that in his circular to school officers he requested them to return as high schools only those which had a regular course of 3 or 4 years’ duration actually taught to pupils in the school. Hence, one county that in 1878 reported 7 high schools, in 1880 reported none ; another changed from 12 to 3 ; a third, ILLINOIS. 73 from 7 to 2. He thinks from the returns received that probably thore were more real high schools and more pupils receiving true high school instruction in them than at any previous time. Still, the imperfections and errors of some of the returns received made it impossible to determine absolutely as to these points. He could only estimate that there were in the 110 high schools reported about 8,000 pupils under real high school training. The graduates^ reported for the year numbered 924. The schools themselves, as respects management, he classed as follows : Managed by boards of education under special charter, 33 ; by boards under the general school law for cities and villages, 47 ; by township boards, 6 ; by directors of county school districts, 24. As respects courses, there were 63 with 4 years’ courses and 47 in which the course was 3 years. The Central High School at Chicago was dropped in 1880 on the elevation of its hon¬ ored principal, Mr. George P. Howland, to the superintendency of the city schools. Its work was devolved on the 3 division high schools, the courses in which were ex¬ tended to meet the need. OTHER SECONDARY SCHOOLS. For information respecting business colleges, academic and preparatory schools, see Tables IV, VI, and VII of the appendix ; for preparatory departments of colleges and schools of science, see Tables IX and X ; for summaries of the statistics of each class of schools, see corresponding tables in the report of the Commissioner preceding. SUPERIOR INSTRUCTION. . COLLEGES FOR YOUNG MEN OR FOR BOTH SEXES. The Illinois Industrial University (founded 1867 and opened to students 1868) presents in its college of literature and science the State provision for a liberal education after the older form. This college includes a school of English and modern languages and a school of ancient languages and literature. The course in each of these is 4 years, the latter embracing the usual Latin, Greek, and other studies of what is com¬ monly called the classical course in colleges; the former embracing Latin, hut not Greek, with larger preparation in physical sciences and a general survey of British and American literature, and answering to Latin-scientific courses elsewhere. For both, as well as for the other more specifically scientific courses, some aids to preparation were still offered in 1879-80 (as in other years since 1877) in a preliminary year of study at the university; but the examined and approved high schools of the State had come to he mainly relied on for this work, which, on the whole, they were found to do success¬ fully. This preparatory work will be dropped by the university as soon as the high schools can do it all well. Of the other 28 recognized colleges in the State, one, the Swedish-American Ansgari College, Knoxville, held no session for 1879-80, being in course of reorganization. Two others, Rock River University, Dixon, and Lincoln University, Lincoln, have furnished no catalogues since 1877. The remaining 25 report, mostly for 1879-80, preparatory courses of 1, 2,. or 3 years and classical courses of 4 years.1 All but 6 report also scientific courses of 2, 3, or 4 years, differing from the classical in the substitution of modern for ancient languages and in giving more attention to physical sciences, though 2 (Northwestern University, Evanston, and Mt. Morris College, Mt. Morris) showed Latin-scientific besides the ordinary scientific ; 1 (Northwestern College, Naperville) had both Latin-scientific and Greek-scientific ; Lake Forest University and the Uni¬ versity of Chicago, philosophical courses also. Eureka College, Eureka, and Knox College, Galesburg (the latter presided over by a former State superintendent of instruction, Dr. Newton Bateman), had special courses for ladies; Lombard Univer¬ sity, at the same place, a literary course. Illinois Wesleyan, Bloomington, offered to graduates and non-residents 5 courses, and almost all gave opportunities for the pur¬ suit of special studies (such as music, drawing, painting, penmanship, book-keeping, French, and German) either aside from or in connection with the chosen course. Ten offered theological instruction, 6 of them in 3 years’ courses ; 5 had law schools, with 2 years’ courses, and 1 a medical school, in which the requirements of the American Med¬ ical Association were imposed and a 3 years’ gradfed course recommended. Both at the State Industrial University and at Shurtleff College, Upper Alton, a system of students’ government prevailed, with the approval of the faculties, and, it is said, with a most beneficial influence on the students themselves. For the titles, location, and statistics of all the colleges for young men or for both sexes reported to the Bureau, see Table IX of the appendix. A summary of statis¬ tics of all the reporting colleges may be found in Tables IX and X of the report of the Commissioner preceding. 1 The only exceptions are the Evangelical Lutheran College, at Mendota, which is itself little more than a fair preparatory school for the theological seminary connected with it, and 2 Roman Catholic colleges, St. Viateur’s, Bourbonnais Grove, and St. Joseph’s, Teutopolis, which include in their nominally 6 years’ collegiate courses 2 years of studies elsewhere held to be preparatory. 74 REPORT OF THE COMMISSIONER OF EDUCATION. INSTITUTIONS FOR THE SUPERIOR INSTRUCTION OF YOUNG WOMEN. All the above mentioned colleges, including the State University, admit young women to full privileges, except 3 uuder Roman Catholic and 3 under Lutheran influ¬ ences. Besides these coeducational colleges, there may be found in Talkie VIII of the appendix the statistics of some 13 schools of high class for young women only, pre¬ senting fair collegiate courses, with facilities for instruction in modern languages, music, art, &c. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. In the colleges of agriculture, engineering, and natural science connected with the Illinois Industrial " University is presented the highest scientific instruction that the resources of the State command. The first embraces the elements of farming, gardening, veterinary science, and rural economy; the second, mechanical, mining,1 and civil engineering, with architecture; the third, chemistry, natural history, and domestic science. In each college and each school in it the course is of 4 years. Be¬ sides these collegiate schools there are 3 independent schools : one of military science, with a programme for 4 years ; one of commerce, with a full 2 years* course, and one of art and design, with 4 stages, which may cover as many years or terms, according to the preparation and capacity of students for the work. Then, as before said, opportunities for scientific training are afforded in most of the chartered colleges, though with inferior advantages to those provided by the State. For statistics, see Tables IX and X of the appendix; for a summary of thqm, corre¬ sponding tables in the report of the Commissioner preceding. PROFESSIONAL. The theological schools, with 3 years* courses and more or less preliminary examina¬ tion of candidates for admission Avithout collegiate training, appear to have been in 1879-*80 the following : Bible department of Abingdon College, Abingdon (Christian); theological department of Blackburn University, Carlinville (Presbyterian); Chicago Theological Seminary (Baptist) and Presbyterian Theological Seminary of the North¬ west, both at Chicago ; Garrett Biblical Institute, of Northwestern University, Evans¬ ton (Methodist Episcopal); theological department of Lincoln University, Lincoln (Cumberland Presbyterian); Wartburg Seminary, Mendota, and the Preachers’ Semi¬ nary, Springfield (both Evangelical Lutheran), with the Baptist Union Theological Seminary, Morgan Park, near Chicago, in which were 3 good and full 3 years* courses, the first for graduates of colleges or persons with substantially equivalent training, the second a special course for worthy candidates without great educational advan¬ tages, the third for training missionaries to work among the Scandinavians of the Northwest or Europe. The theological department of Northwestern German-English Normal School, Ga¬ lena (German Methodist Episcopal), had a 3 years’ course, but no examination for admission, and the same appears to have been the case with the theological depart¬ ment of Sliurtleff College, Upper Alton. The Bible course in Eureka College, Eureka (Christian), was of only 2 years; the theological, in Augustana College, Rock Island (Evangelical Lutheran), also of 2 years; while in Carthage College, Carthage (Lu¬ theran), was a German theological course, and in McKendree College, Lebanon (Meth¬ odist Episcopal), an apparently English theological, to which no definite time was assigned. The training in theology formerly offered at the Illinois Wesleyan Univer¬ sity, Bloomington (Methodist), was not mentioned in the catalogue for-1879-’80. For statistics, see Table XI of the appendix; for a summary of them, a correspond¬ ing table in the report of the Commissioner preceding. The law schools for the year were: Bloomington Law School, Illinois Wesleyan UniArersity, Bloomington; Union College of Law of the University of Chicago and Northwestern University, Evanston ; and law department of McKendree College, Leb¬ anon, all with 2 years’ courses,2 covering 9 months, or 36 weeks, in each year. The last alone had any examination for admission to the course. The statistics were, for 1879- 80, in the Bloomington school, professors 6, students 38, graduates 10; in the Evanston school, professors 5, students 102 (of whom 27 had received degrees in letters or science), graduates 32; in the Lebanon school, professors 2, students 11, graduates 3. — (Catalogues and returns.) The recognized medical schools, all at Chicago, were as follows : 11 Regular,” Rush Medical College, Woman’s Medical College (formerly Woman’s Hospital Medical Col¬ lege), and Chicago Medical College (connected with Northwestern University, EA^ans- 1 Mining engineering formed a separate course till 1879-’80. Then, from want of a special professor for it, its studies were made optional alternates in the school of civil engineering. 2 A return from McKendree makes the course there 3 years, hut the college catalogues forl879-’80 and 1880- 81 show arrangements for only 2 years. ILLINOIS. 75 ton); eclectic, Bennett College of Eclectic Medicine and Surgery; homoeopathic, Chi¬ cago Homoeopathic College and Hahnemann Medical College and Hospital. These all had in 1879-80 the usual requirements of three years of study under a special pre¬ ceptor and attendance on two full courses of lectures of 21 to 28 weeks each ; but Rush College, the Woman’s Medical College, and the Chicago Homoeopathic College offered and strongly urged a 3 years’ graded course, Rush College so steadily pressing this as to induce most of its students to take the recommended course. In the 2 homoeo¬ pathic colleges women were admitted to full privileges ; but at the Rush College sep¬ arate provision was made for them. Only one other medical institution appears — the Chicago College of Pharmacy — which had the usual requirements, 4 years’ experience in apothecary work, attendance on 2 lecture courses of 5 months each, and the passage of a final examination, both oral and written. Laboratory work and a summer course in botany were optional. For full statistics (all reporting them), see Table XIII of the appendix ; fora sum¬ mary of these statistics, see a corresponding table in the report of the Commissioner preceding. SPECIAL INSTRUCTION. EDUCATION OF THE DEAF AND DUMB. The Illinois Institution for the Education of the Deaf and Dumb, Jacksonville, reports for the years 1878-’79 and 1879-’80, pupils remaining on rolls at date of previous report, 516; since admitted or readmitted, 197 ; graduated, died, or discharged, 154 ; remain¬ ing on the rolls September 30, 1880, 559 ; present at that date, 481. The whole number during the fiscal year 1879-’80 was 584 ; average for the school term, 456 ; for the ent ire year, including the vacation, 307. In former years the effort had been to impart to the pupils a knowledge of language and the rudiments of a good English education in 8 terms, beginning with their eleventh year. This being found too short for full in¬ struction, the course of study has been increased to 10 years. Even with this exten¬ sion of the course, it is said that those who complete it will not be able to enter the National College for Deaf-Mutes, Washington, D. C. In addition to common school studies, articulation is taught to such as are susceptible of it, with drawing, painting, farming, gardening, cabinet making, shoemaking, printing, wood turning, and sew¬ ing. There were 9 additional teachers. The Chicago School for Deaf-Mutes, which had been, from January, 1875, carried on as a day school by Mr. P. A. Emery, under the auspices of the city school board, having received in 1879 an appropriation of $15,000 from the State, was in 1879-’80 expanded into 4, a central school for the more advanced pupils and a branch school for each of the 3 divisions of the city, all under Mr. Emery, with a special teacher for each school ; 46 pupils were enrolled in these schools, 29 of them boys and 17 girls. At the open¬ ing of the next school term, in September, the number rose to 52, making it necessary to open another school and employ another teacher. The ordinary English branches were taught. — (Chicago school report.) EDUCATION OF THE BLIND. The Illinois Institution for the Education of the Blind, Jacksonville, had for 1878-’79 a total attendance of 133, an average attendance of 108 ; for 1879-’80, total 138, average 117. The school embraced 3 departments, literary, musical, and mechanical. The literary — divided into 4 sections, preparatory, intermediate, junior, and senior — gives a fair common school training. The musical receives all who show musical taste and instructs in both vocal and instrumental music. The mechanical teaches brush and broom making and the cane seating of chairs. EDUCATION OF THE FEEBLE-MINDED. The Illinois Asylum for Feeble-Minded Children, Lincoln, reports for the 2 years from September 30, 1878, pupils present at that date, 200; admitted or readmitted during the succeeding year, 169 ; died, 5 ; temporarily absent or discharged at the close, 103, leaving 281; average daily attendance in that school year, 233. To the 261 present September 30, 1879, were added in 1879-’80 by first admission 73, by re¬ admission 84, while 3 were lost by death and 119 were either discharged or tempo¬ rarily absent at the close of the year, leaving 296 present September 30, 1880. Aver¬ age daily attendance in that school year, 286. For school instruction the pupils were divided into 10 classes, the 3 highest of which were duly graded. The teaching in the others was necessarily largely individual. The higher pupils were also exercised in vocal music, singing by rote, and calisthenics ; girls were taught sewing and em¬ broidery. Out of school hours all were under the care of attendants, the girls being exercised in household duties and the boys in gardening and such other things as might tend to develop a capacity for useful occupation. The results in the develop¬ ment of latent capacities — intellectual, moral, and industrial — are deemed highly encouraging. 76 REPOET OF THE COMMISSIONER OF EDUCATION. INSTRUCTION OF .ORPHANS. In the Illinois Soldiers’ Orphans’ Home, Normal, 343 were enrolled in 1878-79 and 302 were in average attendance on school exercises; in 1879- 80, the enrolment was 354, the average attendance 317. The school included in 1878-79 six departments, one of them a Kindergarten, all under 6 teachers. The next year there were 7 teachers to meet the increased number of pupils. At the close of that year, the Kindergarten ay as discontinued and a principal and 6 teachers were engaged for 1880-81, with a better grading of the course of study. For other schools for orphans, see Table XXII of the appendix, and for a summary of the same the report of the Commissioner jireceding. REFORMATORY AND INDUSTRIAL TRAINING. The Illinois State Reform School, Pontiac, in the 2 years ending September 30, 1880, received 170 boys, of whom 30 could not read, 104 could not write, 102 had never studied arithmetic, 147 knew nothing of geography, and 164 nothing of grammar. It discharged in the same 2 years 164 boys who could all read intelligibly, write legibly and in many cases well, and do fair work in arithmetic and geography, while 49 had made some progress in language, 40 in natural philosophy, 8 in algebra, and 4 in Latin. The boys attended school 4 hours a day and worked 6 hours at shoemaking, tailoring, cane seating, farming, gardening, or household vocations, the remaining time being devoted to recreation, meals, devotional exercises, &c. A large proportion of those that have been subjected to this training are said to have been reclaimed from evil habits, many have done well in the world, and some have reached positions of honor and trust. From the Chicago House of Correction there is no report at the date at which this goes to press. The Illinois Industrial School for Girls , South Evanston, first opened Novemberl, 1877, reports for 1879-’80, pupils, 50 ; teachers, 3. The subjects of its care are dependent girls, who, from lack of proper guardianship, are in danger of falling into vicious ways. They are committed to it by State authority, and are trained in household industries and other means of self support, as well as in the essentials of an ordinary education. The evidences of benefit from this training are reported to be very clear. For statistics of other industrial schools reporting for the same year, see Table XXII of the appendix, and for a summary of the same the report of the Commissioner preceding. TRAINING IN ART AND LITERATURE. As stated under the head of Superior Instruction, the Illinois Industrial University and many of the independent colleges and institutions for the higher instruction of young women provide facilities for training in music, drawing, and painting. Besides these, a special school for instruction in these arts and in the German, French, and Ital¬ ian languages and literature has been established at Evanston. The Chicago Academy of Design, at the last account from it, had classes in drawing and painting, with lectures on art and architecture, but statistics for 1879-80 are want¬ ing. This academy is not to be confounded with a fictitious school of design in the same city, the nominal head of which, J. B. Gaylord, is included among the “frauds” of the United States Postal Guide. TRAINING FOR INDUSTRIAL OCCUPATIONS. Following the lead of the Manual Training School of Washington University, St. Louis, Mo., some public spirited citizens of Chicago in the autumn of 1880 started a school for technical instruction under the same title. Its aim was to afford its pupils good training in the use of tools, in mechanical and free hand drawing, and in applied mathematics, to fit them for becoming mechanical engineers or for managing railway, mining, and manufacturing industries. EDUCATIONAL CONVENTION. STATE ASSOCIATION. The State Teachers’ Association met at Springfield in the winter vacation, De¬ cember 28-30, 1880. The county superintendents held a short preliminary meeting in the State House, with Hon. James A. Slade, State superintendent, in the chair. In this meeting Mr. Slade urged on the county superintendents the duty of examining according to law the accounts of township treasurers and township school trustees, to see that they were duly kept, that the schools might receive no damage. Mr. Slade was warmly seconded in this by the supervisors present, some of whom bore testimony to the loose way in which the books of treasurers were sometimes kept. In the teachers’ association proper, Mr. Rourke opened the discussion in the first morning on “ Increased efficiency of school directors,” apparently defending the direc¬ tors as a rule, opposing any tinkering with the law respecting them, and holding that for men receiving no compensation they did generally as good work as could be ex- ILLINOIS. 77 pected. The afternoon was occupied partly by General John Eaton, United States Com¬ missioner of Education, in a review of the aspects of public school training as revealed by the reports received at his Bureau. After this President Cook delivered a lively ad¬ dress, in which he held that, as parents gave little time to inspection of the schools, they should provide for them able superintendents. The county supervision especially should be improved in efficiency. Superintendents should be chosen for their high literary qualifications as well as for their tact and executive ability, not for their party politics; and, being so chosen, they should be better paid to make it worth the while of good men to accept the office and give to it due attention. Superintendent A. M. Brooks, of Springfield, took essentially the same view, only holding that better service could probably be secured from superintendents not chosen by the people but appoint¬ ed by a State board of education. In the evening Colonel F. W. Parker, of Boston, discoursed upon the methods in the schools of Quincy, Mass., attacking the programme and regulation system of in¬ struction and urging that teachers be allowed to study the character and capacity of pupils and to adapt their instructions to these as perceived. He held that it was not the amount of text book learning driven into a child that determined the im¬ provement made, but the amount of really useful information that was comprehended, digested, and appropriated. The one aim should be to induce mental development, and whatever methods were found to conduce to this should be allowed. On the second day there was an extended discussion of Colonel Parker’s propositions by Superintendent Slade, President Hewitt, of the State Normal University, and others, but with what result is not stated. In the afternoon, Mr. O. S. H. White, of Peoria, read a carefully j>repared paper on u School systems,” outlining the system presented at Washington the preceding February by Hon. J. H. Smart, of Indiana, and saying that it would secure freedom from politics, fitness for service, and permanency of ad¬ ministration. He gave, too, an interesting sketch of the school system of the province of Ontario, Canada, expressing the belief that in the ungraded country schools better results were secured under this than in the United States, though probably in the lat¬ ter the city schools would carry off the palm. Mrs. E. C. Larned, superintendent of Champaign County, introduced a resolution pledging the teachers present to use their best endeavors to inculcate temperance principles in their schools, which, after spirited discussion, passed by a vote of 62 to 20. In the evening Superintendent Peaslee, of Cincinnati, Ohio, delivered a lecture on “Gems of literature in our public schools,” making an earnest appeal for more thorough teaching of the choice parts of English literature, both through reading books and recitations. In the morning hour of the last day Prof. A. F. Nightingale followed with a plea for due presentation of the ancient classical literature in the higher grades of schools. Then, after the usual routine work and an animated discussion of the means of remedying truancy, the meet¬ ing adjourned, having exchanged friendly greetings with 3 other State associations in session at the same time. — (Educational Weekly, January 13, 1881.) OBITUARY RECORD. PROFESSOR W. H. WOODYATT, M. D. On the 31st of January, 1880, this promising young surgeon, who had early attained high reputation, passed to his final rest at the age of 34. Born September 12, 1846, at Brandford, Ontario, after private study there he came to the United States, pursued medical studies at the Hospital College, Cleveland, Ohio, graduating with distinction in 1869 and subsequently spending two years in close study of diseases of the eye and ear in the hospitals of New York, performing operations and gaining the reputation of being one of the most expert operators in the city. In 1871 he removed to Chicago, and was soon after appointed lecturer on his specialties at the Hahnemann Medical College there, giving his first course in the spring term of 1871. During the winter session following he delivered the regular lectures on ophthalmology and otology so ac¬ ceptably that he was unanimously appointed professor in these subjects. Four years of continuous instruction confirmed the first impressions of his ability and thorough¬ ness, clear method, and scientific accuracy, while his earnestness inspired his students with zeal kindred to his own. On the establishment of the Chicago Homoeopathic Col¬ lege in 1876, he was offered a like place, which he accepted, serving with constantly increasing reputation till his death and leaving then an immense amount of material for a treatise on his specialties, to be possibly digested and published by some other hand. — (United States Medical Investigator, June 1, 1880.) CHIEF STATE SCHOOL OFFICER. Hon. James P. Slade, State superintendent of public instruction ; Springfield. [Terra, January 13, 1879, to January 10, 1880.] Preceding superintendents in the ten vears have been Dr. Newton Bateman (who served in all 15 years, 1858-1862 and 1864-1875) and Hon. 'S. M. Etter (1875-1879). 78 REPORT OF THE COMMISSIONER OF EDUCATION. SUMMARY OF EDUCATIONAL STATIS 1870-71. 1871-72. 1872-73. 1873-74. 1874-75. POPULATION AND ATTENDANCE. White vouth 6-21 . 614, 400 622, 430 631, 149 645, 279 657, 948 Colored youth 6-21 . 8, 328 9,119 9, 183 9, 460 9,788 Whole number of school age.. 622, 728 631, 549 640, 332 654, 739 667, 736 White youth in public schools. 495,711 Colored in public schools . 6, 651 Enrolment, white and colored- 450, 057 459, 451 463, 204 489, 044' 502, 362 Average daily attendance . 295, 071 295, 125 293, 851 311,272 300, 743 SCHOOL DISTRICTS AND SCHOOLS. Districts in which schools were 8, 936 9, 030 8, 918 9, 105 9, 130 taught. Districts in which no schools 96 70 72 53 52 were taught. Total number school districts . 9, 032 9, 100 8, 990 9, 158 9, 182 Districts in which colored 91 89 90 96 132 schools were taught. District graded schools . 181 164 166 161 290 Township graded schools . 56 81 62 110 106 Average time of schools, days. 98£ 116 105 113 120 Public school-houses . 8, 989 9, 080 9, 302 9, 135 9,307 Valuation of school property.. $7, 381, 840 $9, 199, 480 $9, 404, 040 $10,373,693 $10,870,338 School-houses built in the year. 415 393 465 499 382 Private schools in public 956 1,103 1, 122 949 buildings. Male teachers in such schools.. 464 230 300 267 Female teachers in such schools . 827 658 131 693 Pupils in such schools . 18, 017 25, 523 18, 956 Average daily attendance in 9, 478 15, 759 11, 675 such schools. TEACHERS AND THEIR PAY. Male teachers in public schools. 7,161 7,630 7, 594 7,586 7,670 Female teachers in public 4,672 4,931 5,190 5, 419 5,463 schools. Total in public schools . 11, 833 12, 561 12, 784 13, 005 13, 133 Average monthly pay of m ales a . $38 60 $39 00 $41 80 $45 60 $42 40 Average monthly pay of fe¬ 30 40 29 80 34 80 36 60 38 20 males. a INCOME AND EXPENDITURE. Whole receipts for the public $3, 589, 742 $3, 938,589 $3, 283, 359 $5, 041, 517 schools, a Whole expenditure for them a . 3, 559, 899 3, 886, 045 4, 359, 214 4, 530, 204 SCHOOL FUND. - School fund, in part available. $8, 437, 593 $8, 590, 239 $8, 711, 317 $8, 799, 192 a Specially furnished by Mr. John W. Holcombe, chief INDIANA. 79 TICS OF INDIANA— 1S70-’71 TO 1879-’80. 1875-76. 1876-77. 1877-78. 1878-79. 1879-,80. Increase or de¬ crease since 1878-79. Increase or de- crease since 1870-71. 668, 969 683, 519 687, 304 695, 324 689, 010 D. 6,314 I. 74, 610 10, 261 679, 230 11,187 11, 849 12, 777 14, 548 703,558 I. 1,771 I. 6, 220 694, 706 491, 975 699, 153 505, 054 708, 101 D. 4, 543 I. 80, 830 509, 307 496, 066 503, 267 8,016 I. 7, 201 6, 963 6, 751 498, 726 7,481 7,826 I. 190 516, 270 512, 535 503, 892 511, 283 I. 7, 391 I. 61, 226 314, 168 298, 324 315, 893 312, 143 321, 659 I. 9, 516 I. 26, 588 9, 259 9, 289 9, 346 9,294 9, 383 I. 89 I. 447 51 36 34 33 42 I. 9 D. 54 9, 310 9, 325 9, 380 9, 327 9, 425 I. 98 I. 393 115 110 130 124 104 D. 20 I. 13 271 344 396 358 339 D. 19 I. 158 127 164 151 180 153 D. 27 I. 97 129 128 129 132 136 I. 4 I. 37£ 9,434 9, 476 9, 545 9, 637 9, 647 I. 10 I. 658 $11, 548, 994 $11, 376, 730 $11, 536, 647 $11, 787, 705 $11, 817, 955 I. $30, 250 I. $4,436,115 454 413 411 394 359 D. 35 D. 56 757 732 618 635 509 D. 126 229 223 238 242 200 D. 42 536 543 436 436 392 D. 44 13,764 9, 215 12, 306 8, 602 13, 516 9, 087 14, 434 8, 867 12, 112 8, 218 D. 2, 322 D. 649 7,852 8, 109 8, 039 8, 016 7, 802 D. 214 I. 641 5, 559 5,465 5,742 5,574 5, 776 I. 202 I. 1,104 13,411 13, 574 13,781 13, 590 13, 578 : D. 12 I. 1,745 $42 40 $39 20 $40 00 $38 60 $37 20 D. $1 40 D. $1 40 39 00 37 60 36 40 35 00 35 20 ' I. 20 I. 4 80 $5, 083, 327 $4, 873, 131 $4, 591, 968 i $4,427,670 1 $4, 402, 850 i D. $24,820 4, 921, 085 4, 673, 766 4, 651, 911 4, 476, 729 1 4,491,850 i I. 15, 121 $8, 870, 872 ! $8,924,570 ' $8,974,456 $9,013,062 ! $9, 065, 255 . I. $52, 193 clerk of the Indiana department of public instruction. 80 REPORT OF THE COMMISSIONER OF EDUCATION. STATE SCHOOL SYSTEM. OFFICERS. Since 1869 the officers have been as follows : A State superintendent of public instruc¬ tion, elected biennially by the qualified voters, and a State board of education, of 7 mem¬ bers until 1875, thereafter of 8 ; for each county, a school examiner, appointed triennially by the board of county commissioners — a county superintendent, appointed biennially by the assembled township trustees, taking his place since 1873, while county boards of education are found since that date ; for each incorporated city and town, 3 school trustees, elected biennially until 1873, thereafter for 3 years’ terms, vrith annual change of one ; for each township, a township trustee, elected biennially ; for each dis¬ trict, a school director, elected annually by the school voters. By act of March, 1871, one school commissioner was to be elected each year by the qualified electors of each school district in cities of 30,000 or more inhabitants. He was to serve as member of the board of school commissioners of such city. By law of 1877 the trustees constitute the school board of the city or town wherein elected. — (School laws.) OTHER, FEATURES OF THE SYSTEM. To sustain the public schools there are two sources of revenue : the interest on the school funds and the proceeds of the tax levied by the State and by local authorities. The common school fund is made up of the surplus revenue fund, the saline fund, the bank tax fund, the county seminary funds, fines assessed for breaches of the penal laws of the State, all forfeitures, all escheated lands and estates, the proceeds of sales of swamp lands, and the fund arising from the 114th section of the charter of the State Bank of Indiana. There is also a congressional township fund. The special taxes for school purposes have varied somewhat during the ten years, but are now as follows : A State tax of 16 cents on each $100 and 50 cents on each poll for schools, with the income from liquor licenses ; a local tax, for tuition not to exceed 30 cents on $100, for school-houses, furniture, &c., not to exceed 50 cents on $100. The school funds are distributed to the counties in proportion to the number of children of school age (6 to 21) reported in the annual census made by the trustees of townships, towns, and cities. Graded schools, in which were taught the common school branches and good behavior, were early provided for. The German language could also be introduced if required by the parents or guardians of 25 or more children. A school week is 5 days ; school month, 20 days ; school year, 3 months. Teachers are required to be licensed and to report regularly to the proper authorities ; it is also expected that they will attend the monthly institutes. — (School laws, 1869, 1873, 1875, 1877, and acts of 1879.) GENERAL REVIEW OF THE SCHOOL SYSTEM. Superintendent Smart, in making his third and last biennial report, places on record the results of his study of the school system of the State. He finds this system to be the result of a growth of less than twenty-five years, the fruit of the constitution adopted in 1852. He further states that “ from the date of the adoption of these fun¬ damental laws the growth of the school system has been very rapid. A large school fund has been created and made productive ; a grand system has been organized and perfected ; public sentiment has been aroused and moulded aright ; school-houses have been built by the thousand ; schools have been opened within convenient dis¬ tance of almost every child in the State ; cities and villages have maintained high schools and training schools ; a State normal school has been established ; colleges aud universities have been founded, and the whole educational machinery of the State has been adjusted and adapted to the wants of a great Commonwealth.” Various dia¬ grams and comparative tables in illustration of his statements are given by Mr. Smart. In one of the latter he shows that the number of children is increasing proportionately faster than the school fund, the per capita being $13.84 in 1870 and $12.88 in 1880,* in another table the length of school term since 1868 is given, the number of days the schools were in session in 1880 being larger than any previous year, 136 against 87 in 1868. There were but two counties in 1880 in which the average was less than 100 days. School architecture has also improved much ; in 1865 there were more than eleven hundred log cabins used ; now only 75. Substantial and tasteful structures, brick predominating, take their places. Even in the rural districts most of the houses are models of excellence, although there is still complaint everywhere of inadequate ventilation. In 5£ years there has been an increase of 445 teachers, of 35,822 enumer¬ ated youth of school age, of 8,921 enrolled in public schools, of 20, 916 in average attend¬ ance, and of $266,063 in the school fund. The number of districts in which no schools were taught was 162 in 1869-70 and 42 in 1880. Colored schools were taught in 91 districts in 187 1 and in 104 districts at the present date. — (Report of the superintendent of public instruction for 1879 and 1880.) INDIANA. 81 KINDERGARTEN. The first school of this class seems to have been established in 1875 at Indianapolis. In 1880 there were three reported in that city, one in Franklin, and one in Marion. For full information relative to these schools, see Table V of the appendix, and a sum¬ mary thereof in the report of the Commissioner preceding. CITY SCHOOL SYSTEMS. OFFICERS. Cities and incorporated towns are governed by school boards composed of 3 trustees elected by the common council1 for 3 years’ terms, with the annual change of one. Each city has also a superintendent elected by the board. Indianapolis has a board of 11 members, elected by popular vote, a superintendent, 2 assistant superintendents, and a superintendent of school buildings and grounds. STATISTICS. Cities. Population, census of 1880. Children of school age. Enrolment in public schools. Average daily at¬ tendance. Number of teachers. Expendi¬ ture. Evansville - _ 29, 280 26, 880 75, 074 9, 359 Fort, "W ayne _ _ _ 13, 539 26, 789 3, 541 13, 936 2, 817 93 $60, 608 244, 637 Indianapolis _ .... _ .... 8, 925 219 Jeffersonville . . Laporte . . 1, 133 1, 795 829 22 18, 743 49, 295 Logansport . . ... 11, 198 8,945 16, 423 12, 743 3, 673 1, 206 29 Madison . . N ew Albany ...... . . Richmond . 4, 845 4, 267 8, 096 2, 219 1, 627 1, 227 2, 975 51 South Bend . 13, 279 1, 936 34 19, 334 53, 683 Terre Haute . . . ... 26, 040 4, 138 • 1, 187 78 "Vincennes a . . . 7, 680 2, 326 18 15, 372 a Statistics of 1879. ADDITIONAL PARTICULARS. Evansville makes no return and sends no report to the Bureau up to the time of going to press. Fort Wayne reports 9 different school buildings, valued at $224,650 ; 3,788 sittings for study ; the schools subdivided into primary, intermediate, grammar, and normal ; special teachers of music, drawing, and penmanship; and 3,000 pupils in the private and parochial schools. — (Return. ) Indianapolis valued its school buildings and grounds at $968,782 ; kept its schools open 194 days; had 10,925 sittings for study; employed one teacher in the normal school, which had 15 sittings ; and reported evening schools and special teachers of music and drawing. — (Return.) Loyansport reports 6 school-houses, containing 1,545 sittings for study and valued at $145,850; a special teacher of music; a constantly increasing proportion of pupils attending school during the entire year, and satisfactory improvement in regard to tardiness and truancy ; colored pupils admitted to the white schools since 1878 ; and 745 pupils in the church schools. — (Return and city report.) Richmond reports 43 schools (1 high, 14 grammar, 25 primary, and 3 colored) in 9 buildings, 8 of them owned by the city; 2,003 sittings for study; 665 pupils in the church schools ; an increase of 2 primary schools ; a new building opened for the English-German schools, the pupils pursuing the regular English course of study, with German, music, and drawing taught. — (City report for 1879-’80.) South Bend reports 7 school buildings, with 935 sittings, worth $107,000 ; an over¬ crowded condition of the primary and lower intermediate departments ; the school buildings in good condition, fitted with modern school furniture and better provided with apparatus than ever before ; a special teacher of German employed, and both music and drawing taught. — (Return and report.) Terre Haute reports the schools kept open 195 days; school property valued at $226,558; 11 school buildings, with 3,681 sittings for study ; a special teacher of music ; 972 pupils in private and parochial schools ; a revision of the course of study and syllabuses at the beginning of the year ; and ten general meetings of the teachers held 1 The exceptions to this rale are to be cities with 30,000 or more inhabitants, where the people elect a school commissioner for each ward, who together form a board of school commissioners. The com¬ mon councils of smaller cities may also adopt this system by a majority vote. 6 E 82 REPORT OF THE COMMISSIONER OF EDUCATION. during the year, at which lectures, papers, discussions, readings, and music were given. — (Return and report.) Vincennes reports a period of 12 years required for the whole course of study in the public schools; the schools subdivided into primary, grammar, and high grades; vocal music compulsory; German and book-keeping optional. TRAINING OF TEACHERS. STATE NORMAL SCHOOL. By an act approved December 20, 1865, a State normal school was to be established and maintained, the object of which should be the preparation of teachers for the common schools of Indiana. On January 5, 1870, the Indiana State Normal School, at Terre Haute, was opened for instruction. The full course occupies 2f- years; yet it is allowable for students to attend one or more terms, to teach a term or so, and then return to the school. In 1879-’80 there were 454 students and 17 graduates, 15 of them engaged in teaching. OTHER NORMAL TRAINING. Since the organization of this school other schools for normal training have been established in different sections of the State. Of these the Central Normal College and Commercial Institute , organized at Danville in 1875, r exports 710 normal students in 1879-’80 and 78 graduates; the Elkhart County Normal and Classical School, estab¬ lished in 1874, at Goshen, reports a 5 years’ course of study and 110 students; the Central Indiana Normal College and Business Institute, organized in 1875, at Ladoga, has 9 different departments (including college preparatory and a new scientific course), with 182 pupils in the teachers’ course ; Lagrange County Normal School, at Lagrange, dating from 1874, reports a 3 years’ course of study ; Northern Indiana Normal School and Business Institute, Valparaiso, established in 1873, reports 1,138 normal students and an increased enrolment in the 6 years from 61 to 1,723 pupils a term. A new school, the Southern Indiana Normal College, was opened at Mitchell on April 6, 1880 ; in August of the same year 115 students were reported as attending the 3 years’ course. The Indiana Normal Kindergarten, Indianapolis, dating from 1875, reports 3 graduates engaged in teaching. In addition to these schools the following colleges have made more or less provision for normal training : Bedford College, Bedford, in a summer normal ; Wabash College, Crawfordsville, in an English and normal course of 1 year (22 students, 1879-’80) ; Fort Wayne College, Fort Wayne, in a 3 years’ normal course (250 students, 1879-’80) ; Hartsville University, Hartsville, in a teachers’ course of 2 years (no students indicated) ; Moore’s Hill College, Moore’s Hill (20 normal students) ; Earl- ham College, Richmond, in a normal class which apparently follows 3 years of English study (10 normal students); Ridgeville College, Ridgeville, in a normal course of 2 years, which the catalogue of 1879-80 speaks of as a recent addition. — (Catalogues and returns of 1880. ) teachers’ institutes. The law requires county superintendents to hold at least one institute each year in their respective counties. It also provides for township institutes or model schools for the improvement of teachers, to be held at least one Saturday in each month. Private normal institutes are also held from time to time in the different counties. Attendance on county institutes is encouraged by allowing the closing of schools during the sessions of the institute. One day’s pay must be forfeited for each day’s absence from township institutes. In 1879 there were 12,232 persons attending the 5 days’ sessions of the 92 county institutes. In 1879 there were 4,719 township insti¬ tutes, and in 1880 a few less, 4,530. Normal institutes were held in 73 counties. In all, 92 such meetings were reported, with an enrolment of 4,688 persons and an average attendance of 3,511. The number of instructors was 225. — (Laws and State report.) EDUCATIONAL JOURNALS. The Indiana School Journal, of Indianapolis, dating from 1855 ; the Common School Teacher, established at Bedford in 1875 ; the Normal Teacher, issued at Danville since 1877 ; and School Education, Terre Haute, dating from 1880, promote the educational interests of this State. INDIANA. 83 SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. Graded schools are authorized by law and provision is made for admission into the higher departments of such schools, but there is no distinct provision for the estab¬ lishment of high schools in the different cities and towns of the State. In 1879 there were 33 approved high schools reported aspreparing students for the State university. In 1880 our information is limited to the reports from a few cities and towns. In Frankfort the work of the high school was very satisfactory, and 54 pupils were in attendance. In Indianapolis there were 11 teachers for this grade, GOO sittings, 57G enrolled, and 458 in average attendance. La Porte reported a graduating class of 1 1 pupils, 2 from the college preparatory course, the others from the English and Latin course. Logansport had a 4 years’ English course and a Latin-Englisli course; this is one of the schools issuing certiffcates of admission to the freshman class of the State university. Richmond has 3 courses of study of 4 years each : an English and Latin, an English and German, and an English and business course. South Bend re¬ ported 104 pupils iu this grade. Terre Haute has had 1,124 pupils enrolled since the first organization of the school ; the average number for the year was 217. Vincennes reports a 4 years’ course and an enrolment of 146 pupils. — (City reports and returns.) OTHER SECONDARY SCHOOLS. For statistics of business colleges, private academies, and preparatory departments of colleges and universities, see Tables IV, VI, VII, and IX of the appendix, and the summaries of these in the report of the Commissioner preceding. SUPERIOR INSTRUCTION. COLLEGES FOR YOUNG MEN OR FOR BOTH SEXES. There are two institutions for superior instruction under the control of the State, viz : the State University at Bloomington and Purdue University at Lafayette. The former is a school of literature and science, the latter a school for practical industries. The Indiana State University, established on a non-sectarian basis iu 1828 and giving free tuition to both sexes, reported classical, scientific, legal, and medical departments in 1870-71. In 1872-’73 arrangements for a preparatory department were made, and this became an established fact in the following year. No special variation in the studies and courses is noticed until 1878, when the law department was discontinued and the medical department, united with the College of Physicians and Surgeons, became a part of Butler University. Iu 1879-80 there were 2 classical courses (ancient and modern) of 4 years each, a scientific course of the same length, and a preparatory department. Since 1874 pupils are admitted without examination on showing certifi¬ cates of graduation from approved high schools, of which there were 33 in i879-’80. There were in the same year 349 students in the university, 183 of these collegiate. — (Catalogues.) The other universities are Butler, Hartsville, Indiana Asbury, and Notre Dame; the colleges, Bedford, Concordia, Fort Wayne (mainly engaged in preparatory and normal work), Franklin, Earlham, Hanover,1 Moore’s Hill, Ridgeville, St. Meinrad, Union Christian, and Wabash. All have preparatory and classical courses, the lat¬ ter generally of 4 years, and all except Concordia scientific courses. Commercial courses were found in 4, Butler University having apparently dropped this course; normal courses in 9 ; philosophical, in 4 ; biblical instruction, in 6, Hartsville not reporting any theological students; while French, German, and music are very gener¬ ally taught. — (Catalogues.) For statistics of these universities and colleges, reference is made to Table IX of the appendix; for a summary of these statistics, to the report of the Commissioner pre¬ ceding. INSTITUTIONS FOR THE SUPERIOR INSTRUCTION OF YOUNG WOMEN. Full opportunity is given for the higher education of women in 12 of the universi¬ ties and colleges reporting. Statistics of the institutions for women alone are found in Table VIII of the appendix. A summary thereof may also be found in the report of the Commissioner preceding. 1 Hanover College admits women for tlie first time in 1879-80. 84 REPORT OF THE COMMISSIONER OF EDUCATION. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. Purdue University, La Fayette, reports a rapidly increasing enrolment, 64 students in its first year, 1874-’75, and 203 in 1879-’ 80. The university has 3 departments : (1) the academy, which prepares students for admission to the college of general science and serves as a school of review to those who cannot extend their education beyond; (2) the college of general science, which, has 3 courses of study occupying 3 years each, with a fourth optional. These courses are a scientific course, aiming to offer a thorough scientific education, but with unusual prominence given to industrial art ; an agricultural course, giving systematic training in agriculture and horticulture ; and a mechanical course, which adds to the branches of study in the scientific course (Latin and German excepted) two years7 instruction and practice in the use of hand and machine tools. (3) The special schools are those of agriculture and horticulture, opened in September, 1879, and occupying 3 years ; of mechanics, requiring 2 years; of industrial art, including 2 courses of 2 years each, the one in industrial design, the other in mechanical drawing ; of chemistry, a 3 years’ course ; and of natural history, including 2 years’ courses in botany, zoology, and geology. Students holding the degree of a. b. or b. s. can complete any of these courses in 2 years. — (Sixth annual register.) Sixteen of the other colleges and universities have scientific courses. Indiana Asbury instructs in mathematics, natural science, and military science and tactics. Wabash College sends some of its students out on geological expeditions annually under the care of a professor. PROFESSIONAL. Theological instruction was given in 6 colleges or universities. Bedford College (Christian) had a ministerial course similar to its classical course, save that the higher mathematics were replaced by the Scriptures during the junior and a part of the sophomore year. Concordia Coliege (Evangelical Lutheran) had a regular theo¬ logical department, with a 3 years’ course following the collegiate. Butler Univer¬ sity (Christian) had a school of biblical literature extending through 2 years. Union Christian College (Christian) opened a theological department in September, 1880. St. Meinrad’s College (Roman Catholic) reports a 3 years’ theological course. This college reports 34 theological students in 1879-’80. In the biblical department of In¬ diana Asbury University, theological training for the ministry appears to be given to students preparing for that profession throughout the collegiate course. Legal instruction is given in a 2 years’ course at Notre Dame Uni versity. A com¬ plete English education is required for admission and a classical one is desired. — (Catalogue, 1879-80.) Medical instruction according to the “regular” standard is given in 3 institutions in this State. The Medical College of Evansville requires for graduation 3 years of study, 2 courses of lectures of 5 months each, 2 courses of practical anatomy, and at least one in practical chemistry; the Medical College of Fort Wayne, 3 years of study, 2 courses of lectures of 21 weeks each, dissections, and hospital practice, didactic and clinical examinations (a 3 years’ graded course optional); the Medical College of Indiana, Indianapolis, 3 years of study, attendance on 2 full lecture courses of 20 weeks each, a thesis, and a satisfactory final examination in all branches. The Central College of Physicians and Surgeons, Indianapolis, established July 8, 1879, lias the customary course of 3 years of study under a preceptor of the regular school, with 2 years of required attendance on lecture courses of 5 months each; but offers and recommends a 3 years’ graded course, with annual examinations. — (Second annual announcement.) A new institution, the Indiana Eclectic Medical College, Indianapolis, was organ¬ ized in the autumn of 1880. Whether it is recognized by the National Eclectic Medical Association is not yet known. SPECIAL INSTRUCTION. EDUCATION OF THE DEAF AND DUMB. The Indiana Institution for Educating the Deaf jtnd Dumb, Indianapolis, which was founded in 1844, reports 390 students for 1879-’80'. The mute language, English branches, the Scriptures, history (ancient and modern), physiology, chemistry, natu¬ ral philosophy, rhetoric, and algebra are taught. Shoemaking, cabinet making, and INDIANA. 85 chair caning are the principal employments. There were present in December, 1880, 321 students; instructors, 19. — (Reports and American Annals of the Deaf and Dumb.) EDUCATION OF THE BLIND. The Indiana Institute for the Education of the Blind, Indianapolis, was founded in 1847. In 1879-80 it reports 1*27 pupils enrolled, 22 of these new pupils. In the literary department there are tive divisions, the fifth including chemistry, geology, mental philosophy, political economy, astronomy, trigonometry, and international law. In the musical department instruction is given in the elements of music, voice building, harmony, and on the piano and organ. In the industrial department, beadwork, crocheting, and plain sewing are taught to the girls and broom making to the boys. A tuning class, organized during the year, was quite successful. A class in calisthenics was also formed and was of great benefit. — (Report.) REFORMATORY AND INDUSTRIAL TRAINING. The only information at date of going to press is that in 1878-79 the Indiana House of Refuge, Plainfield (established in 18G7), received 107 new inmates and 21 returned ones, making 511 at the close of the year, all taught half of each day in 4 schools and trained in useful industries the other half; and that, in the Indiana Reformatory Insti¬ tution for Women and Girls, 140 of the 272 inmates in the same year were enrolled in school and 111 of them were in average attendance in 4 classes. Housework, laundry work, knitting, sewing, and seating of chairs formed part of the instruction out of school hours. — (Reports.) EDUCATIONAL CONVENTIONS. STATE ASSOCIATION. The twenty-seventh annual convention of the Indiana State Teachers’ Association met at Indianapolis December 28-30, 1880, and was called to order by the retiring president, J. T. Merrill. After the address of welcome and the response thereto, the president elect, John Cooper, gave a brief history of the association from its organiza¬ tion in 1854 to the present time. The remainder of the day was taken up with miscel¬ laneous business, appointment of committees, &c. On the following day papers were read on “Analytical reading,” on “Lessons from the life of Shelley,” and on “Educa¬ tional exhibits at international expositions,” in which the most graphic presentation of statistics of schools and school work and uniformity in size of the same kinds of articles in different collections were considered requisite; these subjects were dis¬ cussed. An address in behalf of the Women’s Christian Temperance Association, rec¬ ommending a text book for use in schools, and “An essay to define and encourage professional education” followed. In the evening an address by Rev. O. C. McCul¬ loch on the “ Science of childhood” was listened to with interest. The closing day’s sessions were occupied by the election of officers; by a paper on “The advantages and disadvantages of our school system compared with that of Canada,” wherein the suggestion was made to have text books chosen by the State boards instead of by local ones; by a paper on “Anticipative work in teaching,” and by addresses of Gov¬ ernor A. G. Porter and Hon. John M. Bloss, State superintendent elect. Hon. James H. Smart, in a paper on “ Reading for children,” made a condensed statement in regard to the lists of books printed in his annual report. “ Under the surface” exposed many of the faults and weak nesses of the working of schools that present a fair exterior. The superintendent of the Indianapolis schools read a paper on “ Special schools for juvenile delinquents.” A committee was appointed to see as to the organization of a tri State educational gathering in 1881, the States of Indiana, Ohio, and Michigan to take part. The feasibility of a mutual benefit association among teachers was reported upon, but it was not' considered practicable at present. Resolutions were adopted as to securing an elementary education for each child by compulsory measures, as to the relieving of experienced teachers from repeated examinations, and as to the passage of the Senate bill providing national aid for education. — (Indiana School Journal, February, 1881.) STATE CONVENTION OF COUNTY SUPERINTENDENTS. This meeting was held in Indianapolis June 22-23, 1880, with superintendents from 35 counties present. The first subject for consideration was “A syllabus of work for county institutes” which was proposed at a previous meeting of this body. The plan reported was discussed, but final decision was deferred until the next annual meeting. State Superintendent Smart spoke of the practical unanimity between the State board and county superintendents, and referred to county superinteudency as the right arm 86 REPORT OF THE COMMISSIONER OF EDUCATION. of the school system. In discussing “Uniformity of school work throughout the State,” W. E. Bailey, of Marshall County, stated that each locality must adapt its work to suit its condition, hut this was not agreed to by the majority. In “ How to secure prompt and regular attendance,” the revoking of licenses to teachers whose schools have run down and the employment of good teachers would produce the desired result, said Superintendent Vigo. On the report of the committee on “Grading teachers’ licenses,” it was agreed that for the next year each, superintendent should fix his own scale. The next subject was “ Diplomas for pupils completing the course of study in the district schools,” discussed by J. C. Macpherson, of Wayne. These diplomas are given after an examination and serve as stimulus to good work. The general plan of giving the diplomas or certificates was approved by all taking part in the discussion. Many persons appointed to speak failed to appear, and after the elec¬ tion of officers the meeting adjourned. — (Indiana School Journal, July, 1880.) SOUTHERN INDIANA TEACHERS’ ASSOCIATION. The fourth, annual session of this body was held at Bloomington, March 17-19, 1880. Remarks were made by Mayor Dodds, of Bloomington, by Superintendent Smart, aud by Superintendent J. W. Caldwell, of Seymour, as president elect. On the second day the “Duty of parents to the Commonwealth, physically, mentally, and morally considered” was discussed by W. R. Halstead, president of De Pauw College, tie spoke of the obligation to make the community fit for the child to live in and to make the child fit to live in the community. “ The parent should have intelligence, a knowledge of the reliable and organized ) aws of human society. Teach the children the grand problem of social ethics from their teens till their twentieth year, and the result will be well for the country.” The subjects of “ Visual teaching,” “ Non -professional reading,” “Mathematical teaching,” and “ How may the high school be strengthened and built up in popular favor ? ” were next in order. Teachers, it was urged, must make the high school so effectual that it will become a public necessity. An evening lecture, illustrated by a calcium light stereopticon, was given. The third day was devoted to a paper on “Flow may the pupils of our district schools be interested in standard and current literature?” by a general discussion on “The educational outlook, or the demand for more practical work ; ” by reports from the committee on the nomination of officers ; ” by a paper on “ Should the school year of our district school be divided into two distinct sessions?” which was discussed pro and con; and by a lecture on “Science, the experimenter in the school room,” in which J. P. Patterson, of Wash¬ ington, Ohio, stated that science should be taught even in the district schools, as through it children learn to observe and are prepared for systematic work in the future. After the usual vote of thanks, &c., the meeting adjourned. — (Indiana School Journal, April, 1880.) INDIANA COLLEGE ASSOCIATION. This association met December 28-27, 1880, at Indianapolis. The first address, “Liberal education,” by Dr. A. R. Benton, of Butler University, made various sug¬ gestions as to training all the powers of the mind so as to give sovranty over all things knowable. Committees were appointed ; the constitution was so changed as to admit into the discussions such distinguished educators present as were awarded that privilege by ballot. Prof. John M. Coulter, of Wabash College, read a paper on “Science in our colleges,” which was discussed by others. Dr. J. C. Ridpath, of Asbury, followed with “ The beech tree in history ; ” and Prof. Catherine Merrill dwelt on “ The exiles of Salzburg.” After an examination into the financial condition of the association, an address by President D. W. Fisher, of Hanover College, on “ The limits of science” was next listened to. Science is limited, the speaker said, by the num¬ ber and range of the faculties of the human mind and by certain ultimate truths. The design of the paper was to distinguish between the possible and the impossible and to direct the search after knowledge into regions where it can succeed. The dis¬ cussion of the foregoing paper was opened by Prof. A. McTaggart and continued by other gentlemen. After the reading of reports and the election of officers the meet¬ ing adjourned. — (Addresses and proceedings.) OBITUARY RECORD. LEWIS PRUGH. Professor Prugh, principal of Vincennes University, died of erysipelas at Vincennes, November 28, 1880. He was born in Summerfield, Ohio, March 5, 1840, and graduated from Antioch College in 1881. Taking charge of the university in 1872, he filled this position with great honor. As an educator, he had few superiors in the State; as a scholar, few peers. He was remarkable for his devotion to bis profession, his loving spirit, and his eminent Christian character. — (Indiana School Journal, December, 1880. ) INDIANA. 87 CHIEF STATE SCHOOL OFFICER. Hon. J'ohx M. Bloss, State superintendent of public instruction , Indianapolis. [Term, March 15, 1881, to March 15, 1883.] Preceding superintendents in the decennial period have been Hon. Milton B. Hopkins, March 15, 1870, to August 16, 1874, when he died in the midst of his second term ; Hon. A. C. Hopkins, son of the deceased superintendent, appointed to fill his place, August 20, 1874, to March 15 1875 ; then Hon. James H. Smart, for three successive terms, extending to March 15, 1881. 88 REPORT OF THE COMMISSIONER OF EDUCATION. SUMMARY OF EDUCATIONAL STATIS 1870~’71. 1871-’72. 1872-’73. 1873-’74. 1874-’75. POPULATION AND ATTENDANCE. Youtli of school age (5-21) - 460, 629 475, 499 491, 344 506, 385 533, 571 384,012 Enrolled in public schools . 341,938 340, 789 347, 572 367, 095 Per cent, enrolled on school 74. 23 71.66 70. 73 72. 49 71.97 population. Average attendance . 211,562 214, 905 204, 204 215, 656 225, 415 Per cent, of attendance on 61.87 63. 06 58.75 58. 75 58. 69 enrolment. Number attending private 2, 031 6, 163 12, 132 15, 089 13, 350 schools. SCHOOL DISTRICTS AND SCHOOLS. District townships . 1,260 1,317 1,266 1,195 1,134 2, 536 Independent districts . 344 400 1,270 2, 026 Subdistricts . - . 7,716 8,438 7, 814 7, 316 7, 062 Public graded schools . 289 403 419 375 407 Ungraded schools . 7, 823 8, 156 8, 397 8, 797 9,203 School-houses of brick or stone. 847 883 894 917 909 Whole number of school- 7, 598 8,253 8, 856 9,228 9, 528 houses. Average time of school in days. 130 130 130 134 136 Value of school-houses . $6, 868, 910 $7, 495, 926 $8, 164, 325 $8, 232, 935 $8, 617. 956 Number of private schools.... 125 78 121 131 TEACHERS AND THEIR PAY. Men teaching in public schools. 5, 483 5,901 6,091 6,273 6, 500 Women teaching in public 8,587 9, 320 10, 193 10, 729 11, 645 schools. Whole number of teachers .... 14, 070 15, 221 16, 284 17, 002 18, 145 $36 68 Average monthly pay of men . . $36 00 $36 00 $36 28 $35 95 Average monthly pay of 27 80 28 66 27 68 27 67 28 34 women. Teachers in private schools .... 246 364 522 459 Teachers’ institutes held . 78 85 84 92 97 INCOME AND EXPENDITURE. Total receipts for public $3, 256, 304 $4, 242, 979 $4, 519, 689 $4, 827, 288 $5, 035, 498 schools. Total expenditures . 3, 269, 190 4, 065, 666 4,229,454 4, 443, 482 4, 605, 749 STATE SCHOOL FUND. Amount of permanent fund .... $3, 191, 483 $3, 294, 743 $3,-363, 961 IOWA. 89 TICS OF IOWA— 1870-’71 TO 1879-’SO. 1875- 76. 1876-’ 77. 1877-78. 1878-79. 1879-’80. Id crea se or de- crease since 1878-79. Increase or de- crease since 1870-71. 553, 920 567, 859 575, 474 577, 353 586, 556 I. 9, 203 I. 125, 927 398, 825 421, 163 428, 362 431,317 426, 057 D. 5, 260 I. 84, 119 72. 00 74. 16 74. 43 74. 70 72. 64 D. 2. 06 D. 1.59 229, 315 251, 372 256, 913 264, 702 259, 836 D. 4,866 I. 48, 274 57. 49 59. 66 59. 97 61.37 60. 98 D. 0. 39 D. 0. 89 12, 856 12, 383 12, 265 13, 698 12, 724 D. 974 I. 10, 693 1,099 1,086 1,119 1,140 1, 162 I. 22 D. 98 2, 933 3,138 3,117 3, 139 3, 192 I. 53 I. 2, 848 7,017 7,015 7,266 7, 543 7, 668 I. 125 D. 48 405 476 483 494 9, 454 9,948 10, 218 10, 457 10, 590 I. 133 I. 2, 767 915 928 894 936 927 r>. 9 I. 80 9, 908 10, 296 10, 566 10, 791 11, 037 i. 246 I. 3, 439 136 145 146 147 148 i. 1 I. 18 $9, 375, 833 $9, 044, 973 $9, 161, 701 $9, 066, 145 $9, 243, 243 I. $177,098 1 I. $2,374,333 126 127 136 154 129 D. 25 I. 4 6, 830 7, 348 7,561 7, 573 7,254 D. 219 I. 1,771 12, 222 12, 518 13, 023 13, 579 14, 344 I. 765 I. 5, 757 19, 052 19, 866 2,058 21, 057 21, 598 I. 541 I. 7,528 $37 27 $34 88 $33 98 $31 71 $31 16 D. $0 55 D. $4 84 28 09 28 69 27 84 26 40 26 28 D. 12' ! D. 1 52 463 471 435 493 474 D. 19 98 99 99 99 99 I. 21 $5, 387, 524 $5, 349, 029 $4, 840, 856 $5, 283, 040 $5, 254, 268 D. $28,772 I. $1,997,964 4, 957, 774 5, 197, 428 5, 103, 399 5, 051, 478 4, 921, 249 d. : L30, 229 I. 1,652,059 $3, 462, 000 $3, 484, 411 $3, 484, 411 .8292. 928 90 REPOET OF THE COMMISSIONER OF EDUCATION. STATE SCHOOL SYSTEM. OFFICERS. A State superintendent of public instruction, elected by tlie people for 2 years, a board of regents for the State University, and a board of directors for the State nor¬ mal school, both elected by the legislature, have general charge of the educational interests of the State. The local officers are county superintendents of public instruction, elected by the people for 2 years ; township, district, and subdistrict boards of school directors, also elected by the people ; and boards of 6 high school trustees for county high school districts (where such exist), appointed by county boards of supervisors for 3 years, the county superintendent being ex officio president. Township district boards are formed from those of subdistricts and comprise 3 or more members, the number being dependent on that of the subdistricts included. Independent district boards number 3 or 6 members, according to the population of the district. OTHER FEATURES OF THE SYSTEM. The system of education provided by the State comprises district, graded, and high 'schools, a normal school, normal institutes, a State university, reform schools, an institution for the blind, one for the deaf and dumb, and one for feeble-minded chil¬ dren, the last established in 1876. The public schools are free to all persons of school age residing in the districts. One or more must be taught in each subdistrict for at least 120 days in the year. They are to be closed during the sessions of the teachers’ institutes, which must be held annually in each county ; and all teachers and persons desiring teachers’ certificates are required to attend the institutes. Teachers cannot legally be employed in public schools without having received a certificate of qualification. They must keep a daily register and make report at the close of the year to the board ; the secretary must report the statistics therein to the county superintendent annually and he to the State superintendent. In the case of county superintendents, the law imposes $50 fine for failure to report, and also what¬ ever damages may be caused by the neglect. The Bible is not to be excluded from any school, nor are pupils required to read it contrary to the will of parents or guardians. Public schools are sustained by the income of a State school fund, by a county tax of not less than 1 nor more than 3 mills on the dollar, and by district taxes, of which that for school-houses is limited to 10 mills on the dollar; that for contingent fund was in 1872 limited to $5 a scholar and that for teachers’ fuud to $15. Each district is, however, allowed to raise $75 for its contingent fund and $270 for its teachers’ fund, the latter including the semiannual apportionment from county and State funds. In 1872 it was made unlawful to use public money for institutions under sectarian con¬ trol. Changes in text books oftener than once in 3 years were prohibited and it was provided that teachers’ certificates should not be revoked till opportunity for a hear¬ ing had been granted. The same law authorized the formation of independent dis¬ tricts from the subdistricts of a township whenever desired by a majority of the elec¬ tors. In 1876 provision was made for the substitution of the township svstem for that of independent districts at the will of a majority of voters in the civil township. In the same year women were made eligible to any school office in the State. — (School laws, 1872-1876, 1880.) GENERAL CONDITION. The youth of school age in the State increased during 1879-80 by 9,103; but the number of pupils in public schools fell off 5,260, the average attendance 4,866, and the number attending private schools, 974. The percentage of public school enrolment on school poxmlation was 2.06 less, and that of average attendance on enrolment 0.39 less. There was an increase in the number and value of public school-houses, also in the number of public schools taught and of teachers in them, while the average monthly pay of the latter slightly decreased and there was a decrease in the total receipts and expenditures for public schools. RlSSUM^ for ten years. During the 10 years ending 1879-’80 the school population increased by 125,827, the public school enrolment by 84,119, and the average attendance by 48,274 ; the propor¬ tion of enrolment to population and of average attendance to enrolment was, how¬ ever, slightly less. There was an increase in the number of public school-houses, teachers, and schools taught; also, in the mouey received and expended on them and in the average length of term. The pay of teachers, which slightly increased during the first half of the decennial period, has been gradually decreasing since 1875-76, the average monthly wages of men being $4.84 less in 1879-80 than it was 10 years previous and that of women $1.52 less. IOWA. 91 KINDERGARTEN. One of these means of early training was established at Des Moines in 187G ; another, at Cedar Rapids in 1877 ; a third, at Boone at a date that does not yet appear. For statistics of such as report for 1879-’80, see Table V of the appendix ; for a summary ot their statistics, a corresponding table in the report of the Commissioner preceding. CITY SCHOOL SYSTEMS. OFFICERS. Boards of directors of 6 members, elected by the people for 3 years, have the man¬ agement of public schools, except in those cities which have special charters. Nearly all the larger cities have superintendents, appointed by the boards. STATISTICS. Cities. Estimated population. Youth of school age. Enrolment in public schools. Average daily at¬ tendance. Number of teachers. Expendi¬ ture. Burlington _ ........... _ 19, 450 Cedar Rapids . 10, 104 3, 181 2, 080 1, 524 37 $36, 629 Clinton . . . . 9, 052 3, 200 1,749 28 21, 451 Council Bluifs . 18, 059 5, 662 1, 807 1, 325 34 41,’ 461 Davenport . 21,834 9, 245 4, 497. 3, 382 94 35, 990 Dubuque . . 22, 254 9, 476 3, 686 2, 555 71 49, 662 Iowa City . . 1, 319 1, 074 Keokuk a . . . 12, 117 4, 606 2, 469 1, 966 50 34, 700 Ottumwa . . . 9, 004 2, 500 1, 6u0 26 West Des Moines . 15, 000 3, 570 2, 322 41 55, 271 a Statistics of 1879. ADDITIONAL PARTICULARS. Cedar Rapids , from a statement of President Burton, appears to have begun the grading of its schools in 1856; but it was not till 1867 that a definite course of study was prepared, nor till 1870 that a superintendent seems to have been engaged. In 1879-’80 the superintendent was the executive officer of the city board of education, the principals of each school acting as local superintendents of their respective schools under his direction. The schools were 8 in number ; the classes graded as primary, grammar, and high, each of these divisions having 4 grades, making the full course 12 years. Buildings, sites, furniture, and apparatus were valued at $95,800 ; the studies were well arranged, and the superintendent endeavored to have the work done well, so as to promote habits of thoroughness in both teachers and pupils. Monthly insti¬ tutes were held during the greater part of the year, with class exercises in the various subjects of the course, as well as with work in model schools, for which special prep¬ aration had been previously made. — (Report, 1879-80.) Clinton reports primary, grammar, and high schools, taught in 26 rooms by 28 teachers, all women, whose pay ranged from $50 to $70 a month. There was a superintendent, who received $1,600 a year. The high school had 70 pupils enrolled, 63 in average attendance, and graduated a class of 2 boys and 10 girls in the summer of 1880. Pupils attending private or parochial schools (estimated), 350. — (Return and Iowa Normal Monthly.) Council Bluffs reports primary schools, taught in 25 rooms, grammar in 5, and a high school in 1 room for study with 3 for recitation. Teachers in the high school (all men), 3 ; attendance not given. A class of 9 graduated in 1880. There was a city super¬ intendent at $1,600 a year. Estimated attendance in private schools, 200. — (Return and Iowa Normal Monthly.) The Davenport public school system comprises primary, grammar, high, normal, and evening schools. The high school, with 82 boys and 135 girls enrolled, was taught by 1 principal at $1,500 a year and 4 assistants at $1,100 (the latter being women), and graduated 11 pupils. There was a city superintendent at $1,800 a year and a special teacher of drawing at $1,000. The evening schools had 217 enrolled and 106 in aA'erage attendance. — (Return, report, and Iowa Normal Monthly.) Dubuque reports primary, secondary, grammar, and high schools, the last with 175 pupils enrolled and 128 in average attendance, under 6 teachers (3 men and 3 women) ; 6 boys and 12 girls were in the graduating class ; the principal of the school received $1,800 a year. There was a special teacher of German,1 but no city superintendent. ‘In all. 4 teachers of German were employed ; for, although German is not in the regular course, it is taught as an optional study to pupils from the twelfth to the sixteenth grades, both included, four days in the week, after school liours. — (Report.) 92 REPORT OF THE COMMISSIONER OF EDUCATION. The high school offers 3 courses, a classical, Latin-scientific, and business, the last covering 2 years, the others 4. Estimated enrolment in private and jmrochial schools, 1,750. — (Return and circular.) The Muscatine public schools comprise primary, intermediate, grammar, and high grades. The high school is provided with good convenient rooms and apparatus for illustration in physics, chemistry, astronomy, botany, and natural history. There are 2 courses, one of 3 years and one of 4. — (Circular.) Ottumwa reports primary, grammar, and high schools, taught in 24 rooms by 26 women, who were paid from $35 a month, as assistants in primary schools, to $i,000 a year, as principal of the high school. There was a special teacher of music at $600 a year ; also, a city superintendent, whose maximum annual salary was $1,800. The estimated enrolment in private and parochial schools was 150. — (Return.) West Des Moines had primary, grammar, and high schools, the last with 3 teachers, 1 man and 2 women, and 100 pupils, of whom 75 were girls. There was a city super¬ intendent at $1,500 a year. Enrolled in private schools, 600. The report shows that 34.4 of all the enrolled pupils in the public schools were in the first grade and 74.8 in the 4 primary grades, indicating the importance of the work clone in the lower grades. As one means of keeping pupils longer in the schools, semiannual promotions were tried during the year. The result was satisfactory, but. so many pupils went up to the high school that it was found difficult to provide for them. — (Report and return.) TRAINING OF TEACHERS. STATE NORMAL SCHOOL AND NORMAL DEPARTMENT. The Iowa State Normal School, Cedar Falls, presents 3 courses of study, arranged in accordance with the views of advanced educators, the cardinal features being thorough scholarship and professional training. The elementary or lowest course covers 2 years and fits for teaching in all grades below the high school ; the didac¬ tic course extends over 3 years and fits for teaching in high schools ; and the scien¬ tific, of 4 years, qualifies for the offices of school superintendent and principal in high schools, academies, and normal schools. Applicants for admission to the lowest course must pass an examination which shows them to be qualified for a teacher’s certificate of the lowest grade ; if boys, they must be over 17 ; if girls, over 16. Tuition is free to such as intend to teach in the public schools. The buildings have the modern improvements and accommodate 100 students as boarders. There were 337 attending in 1879-’80, 210 women and 127 men, 289 being in the first year’s work ; 40 in the second, of whom 33 were women ; 8 in the third, 4 men and 4 women; and only 2 in the fourth, both women. — (Catalogue for 1879- 80 and return.) The course in didactics at the State University, Iowa City, is designed to prepare teachers for advanced schools. The need for such a course has been demonstrated by the fact that graduates of the collegiate department during the last 10 or 12 years have engaged in teaching, and that more than 30 hold principalships and superintend- eucies in the public schools. Collegiate seniors who intend to become teachers and special students who may be qualified to be classed with them are expected to avail themselves of this means of professional training. The exercises include text book recitations, readings from standard works on education and discussions of them; obser¬ vations in public school; examination of text books in use, with lectures on various sub jeers relating to the history, systems, and methods of education ; the organizing, grading, and governing of schools, and the duties of principals and superintendents. On completion of the course a certified testimonial of qualification to teach is given, in addition to the collegiate degree ; and, after two years of successful teaching, the degree of bachelor of didactics. — (Catalogue, 1879-80.) OTHER NORMAL SCHOOLS AND NORMAL DEPARTMENTS. The Eastern Iowa Normal School, Graudview, besides scientific and business depart¬ ments, offers 2 normal courses, an elementary of 2 years beyond the preparatory and an advanced course of 4 years, the elementary being equivalent to a good aca¬ demic, the advanced to a full collegiate course. There is a model school for illustra¬ tion of the best methods of teaching. During 1879-80, 100 students were enrolled (60 men and 40 women). A normal institute of 4 weeks is held in connection with the school, beginning March 17, which affords an opportunity of preparing for the county superintendents’ spring examinations. — (Catalogue and return.) The Southern Ioiva Nornial School and Commercial Institute, Bloomfield, presents normal, scientific, classical, musical, and commercial dex>artments. The normal, in its course of 1 year, aims to give opportunity for a thorough review of the common school branches, and also a knowledge of the latest and most approved methods of teaching. The scientific department of 2 years and the classical of 1 are intended to supplement the normal for those who desire a more thorough education. There were iowa. 93 200 normal students attending daring 1878-’79, of whom 97 were men and 103 women. (Catalogue and return.) The Jowa City Academy opened in 1878 a normal department with a 4 years’ course. It had 60 students in 1879-;80, 20 men and 40 women. — (Return.) The Teachers ’ Seminary , of the German Evangelical Synod of Iowa and other States, Waverly, also organized in 1878, presents a 3 years’ course and had 12 students in 1879-80, all of them men. — (Return.) Whittier College and Normal Institute , Salem, had 78 students, 36 men and 42 women, attending its 3 years’ normal course in 1879-80. — (Return.) There are normal departments or teachers’ courses of 1, 2, or 4 years in connection with Amity, Parsons, Cornell, Oskaloosa, Penn, Whittier, and Tabor Colleges, the Iowa Wesleyan University, and the Central University of Iowa. Two normal schools additional to the above are mentioned in the Iowa Normal Monthly for September, 1879, Moulton Normal School and a new normal at Dexter, but no information respecting them is given. teachers’ institutes. During 1879-’80 normal institutes were held as the law requires in all the counties of the State. In 26 counties the session lasted 4 weeks, in 36 counties 3 weeks, in 33 counties 2 weeks, in 2 counties 6 weeks, and in 1 county 9 weeks. There was a total attendance of 12,073 teachers, 2,847 men and 9,226 women. A correspondent of the Iowa Normal Monthly says the general report from the institutes was favorable. In Decatur County the discussions aroused great interest in the philosophy of education, and the teachers present determined to make the science of mind a careful study. The institute of Delaware County adopted a course of study for ungraded schools ; it was also voted to hold teachers’ associations in every town in the county and to conduct educational columns in at least two of the county papers. (State report and Iowa Normal Monthly.) EDUCATIONAL JOURNALS. Two educational monthlies in this State give important aid to teachers and school officers, the Iowa Normal Monthly, published at Dubuque, which is the official jour¬ nal of the State superintendent, and the Central School Journal, published at Keo¬ kuk, under the auspices of the county superintendents of Southeastern Iowa. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. Full statistics of public high schools in this State are wanting. It is known, how¬ ever, that such schools form a part of the system in all the larger cities as well as in many of the smaller ones. The former have been noticed under City School Systems; and that high schools are sustained in at least 21 other cities and towns of the State appears from the Iowa Normal'Monthly for June and July, 1880, which gave notices of their commencements. The graduating classes, in all, numbered 182 students. In 19 of them which report the number of each sex graduated, there were 139, of whom 42 were boys and 97 girls. Guthrie County High School, Panora (included in the above summary of 21 cities), opened in 1874, is the only county high school yet established in accordance with the law of 1870 permitting the people of any county to establish a county high school and vote taxes on the property of the county for its support. A school building worth $10,000 was erected in 1874 out of funds belonging to the county, and the ordinary expenses of the school are defrayed by a special tax of one-fourth of a mill. The school prepares for college, for teaching, and for business. It is doing a good work for the educational interests of the county, the standard of schools and of teachers having noticeably improved since its establishment. — (Iowa Normal Mouthly.) For an account of the high school oratorical contest of 1880, see Educational Con¬ ventions and Associations, following. OTHER SECONDARY SCHOOLS. For statistics of business colleges, private academic schools, and preparatory depart¬ ments of colleges, see Tables IY, VI, VII, and IX of the appendix, and the summaries of them in the report of the Commissioner preceding. SUPERIOR INSTRUCTION. COLLEGES FOR YOUNG MEN OR FOR BOTH SEXES. The State University of Iowa, organized in 1857, has a collegiate, a legal, and 2 medi¬ cal departments, one regular and one homoeopathic. The collegiate embraces clas¬ sical, philosophical, scientific, and engineering courses, all of 4 years. No prepara- 94 EEPOET OF THE COMMISSIONEE OF EDUCATION. tory work is done, the public high schools being chiefly depended on for this. Grad¬ uates of the high schools, as well as of academies and private schools, are admitted to the university without examination whenever the faculty is satisfied that the prepara¬ tory work is thoroughly done by such schools. The total number of students in all departments of the university in 1879-’80 was 557 ; of these, 246 belonged to the col¬ legiate, 1 being a resident graduate, 2 special students, and the others in the 4 regular classes. Besides the State University, there were 19 colleges in 1879- 80 for young men or for both sexes, not including Algona College, then suspended, or Burlington University, which had not advanced beyond its preparatory stage. All the 19 had preparatory courses covering generally 2 years, only Griswold College, Davenport, Parsons College, Fairfield, and Humboldt College, Humboldt, having 3 years. The preparatory course of St. Joseph’s College, Dubuque, embraced only elementary English studies. All, except this and Whittier College, Salem, appear to have had classical collegiate courses of 4 years; while 15 had also scientific courses of 3 or 4 years; 5 offered ladies’ courses and select English or literary courses of like length; 1 other, an English course of 2 years; 2, courses in English of indefinite extent. Six had commercial or business courses; 13, arrangements for instruction in music; 4, some provision for train¬ ing in drawing and painting also ; 5 provided instruction in theology; 2, in law, and 1, some training in medicine and pharmacy. For the statistics of all these, see Table IX of the appendix; for a summary of their statistics, a corresponding table in the report of the Commissioner preceding. INSTITUTIONS FOR THE SUPERIOR INSTRUCTION OF YOUNG WOMEN. All the colleges above mentioned admit young women to their privileges in common with young men, except Griswold College, Davenport, Norwegian Luther College, Dccorah, and St. Joseph’s College, Dubuque, the principal object of these three being to prepare young men for the ministry. Besides those admitting young women, there are 4 intended especially for their higher training, for statistics of which, see Table VIII of the appendix; for a summary of their statistics, a corresponding table in the report of the Commissioner preceding. SCIENTIFIC AND PEOFESSIONAL INSTEUCTION. SCIENTIFIC. The chief institution for scientific instruction is the Ioiva Agricultural College, Ames, established by State law in 1858 for the purpose of giving a higher education to the in¬ dustrial classes. It afterward received the State’s share of the congressional endow¬ ment for colleges of agriculture and the mechanic arts. The courses of study are dis¬ tinguished as general and technical ; the first, embracing the sciences related to the industries, aims to give a liberal culture in those branches which underlie them with¬ out regard to any special pursuit ; the technical courses, while giving a broad and liberal culture, direct it toward some particular pursuit or profession. Those which have been fully established are courses in agriculture, in mechanical engineering, in civil engineering, and in veterinary science, the first 3 courses covering 4 years, the last, 2 years. The course in sciences related to the industries is adapted to the wants of both sexes by the arrangement of practical work in domestic economy for the young women, and in agriculture, horticulture, &c., for the men. There were 263 students in 1880, viz : 241 undergraduates, of whom 53 were women ; 7 resident grad¬ uates, 1 of them being a woman ; 9 men in the veterinary school, and 6 special students, all but one of the latter being women. — (Catalogue, 1880.) The School of Science of the State University, besides a general science course of 4 years, offers a course of equal length in civil engineering, including drawing, surveying, and mechanics, pure and applied. Military science and tactics are also taught. Cornell College, Mt. Vernon, also presents a 4 years’ course in civil engineering, be¬ sides a general scientific course ; and 13 other colleges and universities have courses in general science. — (Catalogues.) t or statistics, see Table X of the appendix, and summary of this in the report of the Commissioner preceding. PROFESSIONAL. Theology is taught in 3 years’ courses (meant to follow collegiate courses) in the theological department of Griswold College, Davenport (Protestant Episcopal) ; in the German College school of theology, Mt. Pleasant, and in the Bible department of Oskaloosa College (Christian), the first reporting 9 students in 1879-80, the second 13, the third 10. Some provision is also made for theological study in connection with the college course at the Central University of Iowa, Pella (Baptist), which has ar¬ ranged a partial course for t he benefit of those whose age or other circumstances pre¬ vent them from taking a full one, and at Wesleyan University, Mt. Pleasant (Metho¬ dist Episcopal), the latter closely connected in instruction with German College. The IOWA. 95 catalogues of these two colleges do not, however, show that there were any students of theology therein during 1879-’80 beyond those already mentioned in the German College connected with Wesleyan University. For statistics of theological schools reporting, see Table XI of the appendix, and a summary of it in the report of the Commissioner preceding. Instruction in law is given in the Iowa College of Law, Des Moines, which is a department of Simpson Centenary College, at Indianola, and in the law department of the Iowa State University. The course of study in each covers only one year, but in the State University an optional advanced course of an additional year is provided. During 1879-’80 the latter school numbered 139 students, of whom 134 were in the undergraduate course and 5 in the advanced. The Iowa College of Law had 50 students and 14 graduates. A law course is mentioned in connection with the Iowa Wesleyan University, but no particulars regarding it are given in the catalogue and it does not appear whether there are any students in it. Medical training is given in the College of Physicians and Surgeons, Keokuk, in the medical department of the State University, and in the homoeopathic medical depart¬ ment of that institution. The College of Physicians and Surgeons, chartered in 1849, requiring for graduation 3 years of medical study, including 2 courses of lectures, promises to indorse any movement towards lengthening the course; and to that end has established a 3 years’ graded course of study, which, in 1879-80, was still optional. The students that year numbered 268, of whom 116 were graduated. — (Catalogue.) The regular medical department of the State University was opened in 1870, the homoeopathic in 1877. Both admit women on equal terms with men ; both require an admission examination in English branches from applicants not graduates of a college, high school, or academy; and both offer 2 courses of study, the regular school of 3 years, including 2 courses of lectures, and the homoeopathic school a 3 years’ graded course. Students may choose between these, but the faculty specially advise the graded course. It was taken by 47 of the 127 students in the “ regular” medical department and by 7 out of 39 in the homoeopathic. — (Catalogue of State University, 1879-’80.) SPECIAL INSTRUCTION.1 EDUCATION OF THE DEAF AND DUMB. The Iowa Institution for the Deaf and Dumb, Council Bluffs, organized by the State in 1855, is open free of charge to all proper subjects between 10 and 25, and they are entitled to remain 7 years. The common English branches are taught, with articula¬ tion, and also such employments as shoe and broom making, cabinet work, farming, and carpentry for boys, with dress making and domestic work for girls. Boys also work in the garden and on the farm. There were 198 pupils in December, 1880, of whom 81 were girls. A new building, to cost $25,000, had been provided for by the legislature. It is believed that not one-half of the deaf-mute school population of the State has at any time enjoyed the benefits of the institution, that a compulsory law would bring in as many as 400 pupils, and that their welfare would be promoted by a removal of the limit of age, ”7 years being too short. — (Catalogue.) EDUCATION OF THE BLIND. The Iowa College for the Blind, Vinton, founded by the State in 1853, has since then given instruction to 409 pupils. Besides the literary department, in which the common English branches are taught, there are musical and industrial departments. Instruction is given in vocal music and in the use of the organ, piano, violin, guitar, and other instruments. Broom and mattress making and the cane seating of chairs are taught boys, while girls learn bead work, sewing, and basket making. There were 89 pupils September 30, 1879. A law passed in 1872 provides that district secretaries and county superintendents shall annually report statistics of the deaf and dumb and blind in the State, but the president of the college for the blind considers the information thus furnished very unsatisfactory. He says that the census shows many more blind in the State than are returned by county superintendents. — (Catalogue and return.) TRAINING OF THE FEEBLE-MINDED. In 1876 the State opened an asylum for feeble-minded children at Glenwood. They are taught the elementary English branches and the simpler Kindergarten methods, special attention being bestowed on their physical health and development. There were 144 pupils in 1879, of whom 98 were boys and 46 girls. — (Return.) 1 This being a State in which biennial reports are made, and the last having been for 1878 and 1879, the only statistics of the following special schools available in most cases at the time of going to press are those for the latter year. 96 REPORT OF THE COMMISSIONER OF EDUCATION. REFORM SCHOOLS. The Iowa Reform School, for boys, Eldorado, established by the State in 1888, has since had 772 boys under training. Seventy-five per cent, of those discharged are known to have become orderly and useful members of society. Boys admitted must be of sound mind and body and 5 to 16 years old. They are taught the common English branches during 4 hours of the day, and for 4 more are employed in shoemak¬ ing, tailoring, and farming, the farm comprising 700 acres. The main building was unfinished at the date of the last report. The 3 family buildings in use were designed to accommodate 50 pupils each, but are overcrowded, the total number of boys being- 204. — (Report and return.) The girls’ department of the Iowa State Reform School (removed from Mt. Pleasant to Mitchellville in January, 1880) was formally opened at Mt. Pleasant in 1873, since when, up to November, 1879, there had been 122 girls in the institution. They receive 4 hours’ instruction daily in school studies and 4 in household work, the aim being to fit them for self support. The school room is made attractive and study pleasant. It is positively known that as many as 70 percent, of those committed are permanently reformed. — (Catalogue, 1880, and return.) ART INSTRUCTION. A conservatory of art was opened in February, 1879, at Burlington, in which is taught everything that comes under the head of drawing and painting. It is de¬ signed to offer instruction to all in the highest branches of art as well as the simplest, and it is held that all can learn who desire to do so. — (Circular. ) EDUCATIONAL CONVENTIONS AND ASSOCIATIONS. STATE TEACHERS’ ASSOCIATION. The twenty-fifth annual meeting of the State Teachers’ Association, held at Des Moines, December 28-31, 1880, was a pleasant and profitable one, the attendance being larger than at any previous session. After the address of welcome, by Mr. C. A. Dudley, of Des Moines, and response by Superintendent Sannderson, of Burlington, the association listened to an address by Rev. A. L. Frisbee, on “The teacher as an ally of good government.” Dr. E. Poppe, of Burlington, presented a paper on “ The right uses of text books; ” Superintendent Sabin, one on “The Quincy methods,” and Miss S. Blackburn, superintendent of Benton County schools, one on “The wants of the country schools.” President Sauudersons inaugural address followed, in which he discussed the relation of the State Teachers’ Association to the educational work of the State, expressing the belief that the time had come for more active work on the part of the association. A committee designated to consider it advised the ap¬ pointment of a permanent committee of counsel to work in concert with the State superintendent for the advancement of educational interests in the State. The com¬ mittee appointed consisted of President Pickard, of the State University, on public instruction; President King, of Cornell College, on private schools and colleges-; Pro¬ fessor Bessey, of the Agricultural College, on industrial education ; Professor Bartlett, of the State Normal School, on normal schools ; Superintendent Frost, of Cass County, on county superintendents, and Superintendent H. H. Seerley, of Oskaloosa, on city superintendents and principals. Addresses were delivered by Professor L. F. Parker, of the State University, on “Education in England;” by Professor Piper, of Chicago, on “Normal schools;” by Superintendent H. H. Seerley, on “The relation of superintendents to teachers,” and by Superintendent L. T. Weld, of Cresco, on “Waste in teaching language in our schools.” The evening address of the third day was by Hon. John Eaton, United States Commissioner of Education, on “Education and sanitation.” On the fourth day the topics “A graded course of study for normal institutes” and “ Should teachers be exempt from examination on account of attendance at normal institutes?” were dis¬ cussed by a large number of members. — (Iowa Normal Monthly.) SOUTHWESTERN EDUCATIONAL ASSOCIATION. The Southwestern Iowa Educational Association, organized January 22, held its first annual meeting at Red Oak, July 14-16, 1880. It comprises 25 counties in that por¬ tion of the State, and has for its object the discussion of plans for the improvement of the schools and the fostering of fraternal feeling among its members. That it is suc¬ ceeding in this was evident from the quality of the papers read and from the enthu¬ siasm and good will which characterized the discussions. — (Iowa Normal Monthly, August, 1880.) ORATORICAL ASSOCIATION. The second annual contest of the Eastern Iowa High School Oratorical Association was held at Iowa City April 16, 1880, the judges being Rev. C. H. Kellogg, Superintend- IOWA 97 ent H. Sabin, and Professor Tyndale Palmer, with President J. L. Pickard, of tbe State University, as referee. There were eleven well prepared and evenly matched contest¬ ants. The prizes were awarded to Charles Gillis, of Iowa City, and Miss Fannie Savage, of Cedar Falls, the former obtaining 2,759 credit marks out of a possible 3,000 and the latter 2,708. The candidates are selected by preliminary competition in each school, and it is stated in the Iowa Normal Monthly that in the local contest at Des Moines a negro boy ranked highest and would have been sent as the representative of that school to Iowa City had it not been ruled that he was excluded because he did not take the full high school course. — (Central School Journal, May, 1880 ; Iowa Normal Monthly, April, May and June; and Educational Weekly, April 29, 1880.) INTER STATE ORATORICAL CONTEST. No account is at hand of the State collegiate oratorical contest for the selection of a contestant to represent the State at the inter State oratorical contest held at Ober- lin, Ohio, June 5, 1880 ; but it appears that an Iowa man, Mr. L. C. Harris, of Iowa College, took the highest prize in that contest. — (Iowa Normal Monthly, June, 1880.) OBITUARY RECORD. J. H. THOMPSON. J. H. Thompson, ex-superintendent of public schools, Des Moines, died September 22, 1879. Born at Senecaville, Ohio, he taught school in that State several years, afterwards teaching as principal and superintendent for about 5 years in the schools of Illinois. In 1872 he was appointed superintendent of the West Des Moines schools, and continued in that work till the fall of 1878, when his health became so seriously impaired that he was obliged to discontinue his labors. Superintendent Thompson is said to have been an excellent man and a most faithful teacher, with an unusual sym¬ pathy for children and capacity for understanding them. — (Iowa Normal Monthly, October, 1879.) CHIEF STATE SCHOOL OFFICER. Hon. C. W. von Coelln, State superintendent of public instruction, Des Moines. [Third term, January 5, 1880, to January 4, 1882.] Other superintendents in the last ten years have been Hon. Abraham S. Kissell, January 28, 1869, to January 1, 1872, and Hon. Alonzo Abemethy, January 1, 1872, to September, 1876, when he re¬ signed in the middle of his third term, to take the presidency of the University of Chicago. Mr. von Coelln has since occupied the chair, first by appointment to succeed Mr. Abemethy and then by two successive elections. 7 E 98 REPORT OF THE COMMISSIONER OF EDUCATION. SUMMARY OF EDUCATIONAL STATIS POPULATION AND ATTENDANCE. Youth of school age (5-21) - Enrolled in public schools . Average daily attendance . SCHOOLDISTRICTS AND SCHOOLS. School districts . School districts reporting . Districts with graded courses.. Districts with uniform text books. Districts owning text books.. Districts with three months’ school or more. Number of school-houses . . Number built during the year. . Valuation of all school prop¬ erty. Average time of school in days . School rooms for study and recitation. School rooms for recitation only. TEACHERS AND THEIR PAT. (one (six 1870-71. 142, 358 89, 777 52, 891 2,647 2, 438 1, 820 445 $2, 188, 699 116 Teachers of grade A . Teachers of grade one year). Teachers of grade two months). Men teaching in public schools Women teaching in public schools. Whole number in public schools Average monthly pay of men . . Average monthly pay of women INCOME AND EXPENDITURE. Receipts for public schools .... Expenditure for public schools . STATE SCHOOL FUND. Amount of available fund. Whole prospective fund. .. 1, 453 1,625 3,078 $41 54 31 75 $1,074,94 904, 323 1871-72. 165, 982 106, 663 61, 538 3,419 3, 171 2, 437 669 $3, 124, 390 108 6$1 1,74 2, 048 3, 79, $40 20 31 50 , 049, 592 714, 198 $745, 212 1872-73. 184, 957 121,690 71, 062 4,004 3,847 3,133 696 $3, 722, 892 107 4,004 2, 206 2, 469 4,675 $38 43 30 64 $1,863,098 1, 464, 816 $3, 017, 589 1873-74. 199, 010 135, 598 77, 386 4,395 4,181 3, 543 399 029, 783 110 4,578 47 1874-75. 2,360 2, 683 5, 043 $37 24 28 69 199, 986 142, 606 05,580 4,560 4,280 3>2 1,357 338 3,715 211 140, 090 102 4,319 39 2,448 2, 935 5, 383 $33 98 27 25 $1,868, 903 $1.042, 298 1,323,998 1,020,101 $1,083, 426 $2, 304,309 5, 779, 144 [ . KANSAS. 99 TICS OF KANTS AS — lSTO-’71 TO 1879-’SO. 1875-76. 1876-77. 1877-78. 1878-79. 1879-?80. Increase or de- crease since 1878-79. Increase or de¬ crease since 1870-71. 212, 977 232, 874 266, 575 312, 231 340, 647 I. 28, 416 I. 198, 289 147, 224 158, 075 177, 806 208, 4'34 231, 434 I. 23, 000 I. 141, 657 89, 896 94, 009 106, 932 123, 715 137, 667 I. 13, 952 I. 84, 776 4,658 4, 865 5, 136 5, 622 6, 134 I. 512 I. 3, 487 4, 442 4,536 5, 002 5, 471 5,927 I. 456 I. 3, 489 556 681 1, 193 1,866 I. 673 1,552 1,731 4, 631 4, 794 I. 163 370 568 578 505 D. 73 4, 584 4,916 5, 233 I. 317 3, 881 4, 157 4,520 4, 932 5,242 I. 310 I. 3, 422 195 246 354 414 413 D. 1 D. 32 $4, 600, 259 $4,277, 094 $4, 527,227 $4, 407, 136 $4, 633, 044 I. $225,908 I. $2,444,345 103.5 108 113 124 107 D. 17 D. 9 4,257 4,580 5, 145 5, 626 5, 900 I. 274 119 285 81 94 81 D. 13 219 345 458 582 651 I. 69 1, 717 2, 136 2, 402 2, 694 3, 322 I. 628 3, 004 3, 582 3, 499 3, 650 3, 805 I. 155 2, 402 2, 784 2, 861 3, 161 3,506 I. 345 I. 2,053 3, 174 3, 279 3, 498 3, 761 4,274 I. 513 I. 2, 649 5, 576 6,063 6,359 6,922 7,780 I. 858 I. 4, 702 $33 66 $32 12 $33 68 $31 65 $32 47 I. $0 82 D. $9 07 27 03 25 85 27 10 25 30 25 98 I. 68 D. 5 77 $1, 244, 688 $1, 570, 755 $1, 803, 303 $1, 868, 563 $2, 160, 507 I. $291,944 I. $1,085,561 1,198,437 1,328, 376 1,541,417 1, 590, 794 1, 818, 387 I. 227, 593 I. 914, 064 $2, 262, 559 $2, 036, 000 $1, 449, 223 $1, 601, 632 10,482,991 10, 000,000 10,000,000 10, 000, 000 100 REPORT OF THE COMMISSIONER OF EDUCATION. STATE SCHOOL SYSTEM. OFFICERS. For the State, a superintendent of public instruction, elected every two years; a board of education, first organized in 1873, whose duty it is to examine teachers for State diplomas ; and a board of commissioners of the school funds. For each county, a superintendent of public instruction, elected biennially by the people, and boards of examiners for the examination of teachers (a duty that devolved on the county super¬ intendent prior to 1869). For each district, a district board composed of 3 members, one member elected annually by the people. Women are allowed to vote at school meetings and are eligible to election as school officers. As far back as 1873 they held the position of county superintendent, although not expressly allowed to do so till 1876. — (Laws.) OTHER FEATURES OF THE 8YSTEM. From the first organization of Kansas as a Territory free schools have been the rule. By the constitution of 1859, under which it entered the Union as a State, a system of such schools, ascending by gradations to normal, collegiate, and university depart¬ ments, was required to be established and encouraged. The income for their support, as far as the State was concerned, was to come from the proceeds of the sale or rent of lands given by the United States for the support of schools, and from such other means as the legislature should provide by tax or otherwise; while in counties mon¬ eys paid for exemption from military duty, with the proceeds of estrays and fines for breaches of penal laws, were to go to the county schools. The State moneys (to be apportioned according to the number of youth of school age in each district) could, from the beginning, only go to schools taught at least 3 months by duly licensed teachers and under entirely unsectarian influences. District taxes, to aid in procur¬ ing school-houses, paying teachers, and providing necessary apparatus, were author¬ ized by the first State school law ; these at first not to exceed If per cent, in all, since 1873 not to exceed 2f per cent., since 1876 not to exceed 2 percent., the item for appa¬ ratus having been dropped. An additional tax not to exceed 2 mills on the dollar for a district library appears in 1876. A State tax of 1 mill on the dollar for the schools, levied at least from 1862, was dropped in 1879. Uniform text books in each branch of study have since 1869 been required in each school district, such books, since 1879, not to be changed within 5 years from the date of their introduction. By laws of 1874 children between 8 and 14 are required to attend school at least 12 weeks in a year, unless otherwise taught, and the district schools are free to all between 5 and 21. Though no sectarian teachings are allowed in the schools, the Bible may be read, but it is not obligatory. Union and county institutes for the improvement of teachers are aided from the school funds, provided 50 teachers attend and share in the expense. The school month is 4 weeks of 5 days each. By the laws of 1873 a uniform series of text books is to be used in each separate branch of study in each school. — (Laws, 1873, 1879.) GENERAL CONDITION. As the statistics indicate, a general improvement in nearly all matters appertaining to the schools is observable in 1880. With an increase in school population, there was also decided increase in enrolment and attendance. The larger number of school dis¬ tricts is partly explained by the settlement and organization of new counties, although most of the older counties showed a disposition to divide their territory for school purposes which the State superintendent deprecates as injurious to educational inter¬ ests. From 1876 to 1880 Kansas invested $1,048,974 in 1,402 new school buildings, showing greater activity in the construction of school-houses than at any previous time. Most of these buildings were put up in country districts. Although the enrol¬ ment has steadily increased from year to year, there were still 109,213 children not in school during 1879-’80. Such is the statement from the figures given ; but Mr. Lem¬ mon says that, as many district clerks fail to give the items of enrolment and attend¬ ance, he thinks that a deduction of 10 per cent, may be made. The average term for the year was shortened somewhat, as many of the western settlements failed to keep school over three months. That the people are interesting themselves in the schools is shown by the increased expenditure. The number of districts owning their text books in the year under reviewr increased 156; the number of visits of county super¬ intendents, 1,229 ; the number of districts having uniform text books, 163 ; the num¬ ber having a graded course of study, 673 ; number having record books, 1,229 ; number having an unabridged dictionary, 68. The value of school libraries increased $7,869; KANSAS. 101 of school apparatus, $9,758. The county normal institutes, too, did a good work as short training schools for teachers. In this, his last report as State superintendent, Mr. Lemmon treats at length the subjects of school land management, the text hook law, school fund investment, &c. ; and, referring to the repeal of the 1 mill tax, he says that this action will reduce the school fund to a mere pittance, so that hereafter it will not amount to more than 60 cents per capita of the school population. This lack of funds will be especially felt in the frontier counties, as only short terms under poorly paid teachers can be held. A lengthy report of the best system of schools for a State is in¬ cluded in the report, as also county maps and county statistics, giving a clear insight into the condition of the schools in different sections. The superintendent indicates the weak points of the school system, and then states that the outlook for the future is encouraging on account of (1) the rapidly increasing school fund, (2) the deeply rooted educational sentiment of the people, (3) the benefits accruing from the normal insti¬ tute system adopted four years ago, and (4) the aid to the common schools which will come from the educational journals recently established. — (Biennial report.) REVIEW OF SCHOOL MATTERS FOR THE TEN TEARS. In 1870 graded schools were reported in every city and village with more than one in¬ structor. In the same year the number of school districts had risen from 986 in 1866 to 2,068; the enrolment had doubled ; the annual school fund increased to $139,957 from $31,054, the value of school property to $1,520,041 from $315,898, and the permanent school fund to $441,125 from $30,071. The interest of the school fund, together with the 1 mill tax, amounted to $1.50 for every person of school age in the State in 1870. The issue of district bonds for building school-houses permitted the erection of many fine school buildings from year to year, and these were fitted up with furniture and apparatus of the best quality. By an act of 1869 county superintendents were given better pay, with the proviso that in the more populous counties they should spend their entire time on the schools. Good work was done by these officials and educational progress was much aided until a law of 1874 or 1875 crippled the county superintend¬ ency by reducing the salaries and leaving the duties undefined. A course of study for district schools, issued in 1873 by Superintendent H. D. McCarty, brought good results ; able teachers and nine to ten months’ terms were reported, and the school system was said to be well organized. From 1874 to 1876 the progress was less marked, owing to legislation prejudicial to school interests, to the failure of crops, &c. Still there was an increase in enrolment and attendance. From 1876 on, something credit¬ able was accomplished in almost every department of school work. — (State reports.) KINDERGARTEN. A Kindergarten was reported at Lawrence in 1878, but no definite information has reached this Bureau as to the date of its organization or continuance. CITY SCHOOL SYSTEMS. OFFICERS. In cities containing less than 15,000 inhabitants there are city boards of education of 2 members from each ward ; in cities of over 15,000 population, boards of 3 members from each ward, with annual change of 1 member after the first election. These boards have control of the schools and school property, but usually delegate these duties to a superintendent chosen by themselves. There are also committees (consist¬ ing of 2 persons and the superintendent in the smaller cities, and 4 in all in the larger ones), selected by the boards, who examine teachers for city schools. — (Laws.) STATISTICS, a Cities. Population, census of 1880. Children of school age. Enrolment i in public schools. Average daily at¬ tendance. Number of teachers. Expendi¬ ture. Atchison . . 15, 106 5, 385 L 846 1,048 27 $18, 755 Lawrence . 8, 511 3, 095 1, 829 1,222 23 23, 038 Leavenworth . 16, 550 6, 257 3,060 2, 154 34 20, 048 Topeka . 15, 451 4,728 2, 937 1, 676 39 55, 748 a These statistics, for the sake of uniformity, are taken from the State report. 102 REPORT OF THE COMMISSIONER OF EDUCATION. ADDITIONAL PARTICULARS. Atchison reports school property valued at $66,000 ; an average yearly cost of tuition, based on average attendance, of $12.59 ; the length of school term, 9J months ; the average monthly salary of teachers, $50.49. A slight decrease in attendance over the year 1879 is noticeable, hut there was an increase in enrolment and in youth of school age. — (State report.) Lawrence reports primary, grammar, and high school departments, 1,525 sittings in all ; an evening school (with 2 rooms and 2 teachers) connected with the public school system, but receiving aid from the Freedman’s Aid Society ; the schools taught 178 days; the discipline good; fewer cases of tardiness, and a steady decrease in with¬ drawals from school. The half day plan adopted 2 years ago is still continued in the lower grades and will probably be a permanent feature of the school system. The work in map drawing and language referred to in the previous report is still carried on with unabated interest and success. The number of regular promotions for the year was 100 in excess of the last year and the schools throughout are in a prosper¬ ous condition. — (Report and return. ) Leavenworth reports 8 different school buildings, with 2,800 sittings for study ; school property valued at $177,500 ; the schools taught 179 out of 180 days ; drawing intro¬ duced in the third grade through a series of graded exercises ; and a marked improve¬ ment noticeable in reading, writing, and arithmetic. The half time sessions, in ope¬ ration in five buildings, are favorably spoken of, although the branches are limited to the three “ R’s” and to short conversational exercises. In private and parochial schools there were 883 pupils enrolled. — (Report and return. ) Topeka reported an increase in youth of school age, in enrolment and attendance, in the number of teachers, in the aggregate amount paid for instruction, and in the value of school property. While the expenditure for school purposes in 1879 was $20,846, in 1880 it ran up to $55,748. The school property was rated at $150,500; the average yearly cost of tuition at $8.81. — (State report.) TRAINING OF TEACHERS. STATE NORMAL SCHOOLS. Four such schools were in existence during the earlier part of the decennial period : the State normals at Leavenworth and Concordia, organized respectively in 1869-70 and 1873-’74 and suspended in 1876 for want of legislative appropriation ; the Quin- daro State Normal School, for colored pupils, in operation during 1872 and 1873 ; and the State Normal School organized in 1865 at Emporia. This last was aided by the State until 1876, when, the legislative appropriation failing, it was continued on the basis of tuition fees. The main building was burned in October, 1878, but was rebuilt in a new and commodious form by means of a State appropriation of $25,800 and a county appropriation of $2,000. It was still, however, without appropriation from the State for much needed improvements and for current work. The report for 1879-80 gives 199 students in the normal, academic, preparatory, and model depart¬ ments ; 3 courses of study, of 2, 3, and 4 years, respectively ; an entire change of fac¬ ulty; and 1 academic and 10 normal graduates. — (Reports and returns.) OTHER NORMAL TRAINING. The Kansas Normal College and Business Institute, Fort Scott (formerly the South¬ eastern Normal), was organized in 1879. It reports 5 resident instructors, 150 stu¬ dents, 15 graduates (12 of them engaged in teaching), and a 4 years’ course of study. In this college there are preparatory, classical, scientific, and business courses ; also a teachers’ course and a teachers’ training class. The Kansas Normal School and Busi¬ ness Institute, Paola, reports its normal course of study as including preparatory, sci¬ entific, and classical years. There is also a business course. A Normal High School is reported at Chetopa. Students are allowed any regular course of study, prepara¬ tory, normal, or collegiate. The intention is, however, to make the institution chiefly normal. Phonography and music are included in the 3 years’ course. — (Reports, re¬ turns, and circular. ) Normal courses of 2 to 3 years are found in Baker, Highland, Lane, and Ottawa Universities and in the University of Kansas. In this last the normal department was opened by legislative requirement on the 3d of April, 1876. The preparatory depart¬ ment serves as a practice school. In the 3 years’ course of the higher normal there were 60 students in 1879-’80. — (Catalogues.) KANSAS. 103 teachers’ institutes. The first teachers’ institute of Kansas was held at Emporia in 1863. In that year such meetings were held in six counties. A law approved February 29, 1864, pro¬ vided that the superintendent of public instruction, with the county superintendent, should organize and hold a teachers’ institute annually in each senatorial district. The school laws of 1869 provided for the holding also of normal district institutes annually in each judicial district. In 1873, in addition to these normal institutes, county meetings (from 2 to 5 days in length) were to be held annually in each county maintaining fifteen schools. The laws of 1877 required the holding of 4 weeks’ normal institutes in each county (in the thinly settled portions of the State in two or more counties) for the instruction of teachers and of persons desiring to teach. In 1879 such institutes were held in 66 counties, with an enrolment of 6,050. In 1880 the enrolment was 5,574; the expenditure, $17,325; the receipts, $19,373.— (Laws and State report, 1879-1880.) EDUCATIONAL JOURNALS. The Kansas Educational Journal was started in 1864 as the organ of the State Teachers’ Association. It was edited by Prof. H. D. McCarty, of Leavenworth. When it ceased to exist is unknown to this Bureau. In 1878 the Kansas Collegiate and the University Courier (published by students of the State university) and The Indus¬ trialist, published weekly at Manhattan as the organ of the Kansas Agricultural and Mechanical College, were reported. The Educationist, a monthly school journal, was started at Emporia in January, 1879; Our Schools, another monthly, at Law¬ rence at the same time ; and the Cowley County Teacher at Winfield in October, 1879. Nothing further is known of these last three. The Educationist, published monthly at Topeka as the organ of the department of public instruction, and The Industrialist give information as to the educational interests of the State. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. Under the general law for incorporated towns and cities, provision is made for the establishment of graded schools. In 1871 the grammar and high school had one year for each grade. In 1873 high school departments were reported in connection with the graded schools of 5 towns and cities. I'his number increased from year to year, until, in 1878, about 60 schools of this class were reported. Of these 5 only were rec¬ ognized as having a 3 years’ course conformable to the preliminary requirements of the State university. These were the high schools of Atchison, Emporia, Junction City, Lawrence, and Peabody. Others, however, were in correspondence with the university as to coming on the list. The high school at Lawrence, takes up in its full course English and modern languages and sciences, also such courses in the ancient languages and sciences as may be compatible with the 3 years’ course. Leavenworth reports 4 classes in its high school, 153 pupils enrolled, and 7 graduates in 1879-80. OTHER SECONDARY SCHOOLS. For statistics of business colleges and private academic schools in this State, see Tables IV and VI of the appendix following, and for summaries of their statistics, the corresponding tables in the report of the Commissioner preceding. For preparatory departments of colleges, see Tables IX and X of the appendix. SUPERIOR INSTKUCTipN. COLLEGES FOR YOUNG MEN OR FOR BOTH SEXES. The University of Kansas, Lawrence, heads the list of such institutions, alike from its educational advantages and its relation to the State. Opened in 1859 under Pres¬ byterian auspices and called the University of Lawrence, it was soon reorganized under Protestant Episcopal control as the Lawrence University of Kansas, in honor of Mr. Amos Lawrence, of Boston, Mass., who had given $10,000 towards its endow¬ ment. Under that title it received its charter January 29, 1861. But on the same day the Congress of the United States set apart 72 sections of public lands for the use and support of a State university in Kansas, and the city of Lawrenco, wishing to have the State university there, offered the State 40 acres of land for a campus, with 104 EEPOET OF THE COMMISSIONEE OF EDUCATION. all its rights and interests in Lawrence University. The offer was accepted, and in 1863, dropping Lawrence from its title, the school became in name the University of Kansas. The next year it received its charter as such. At the first meeting of the regents to whom its management was committed, Eev. Eobert W. Oliver was chosen chancellor, and arrangements were made for a beginning of instruction in 1865-’6G. At the close of that collegiate year Mr. Oliver resigned the chancellorship, to be suc¬ ceeded in 1867 by Gen. John Frazer, then president of the Agricultural College of Penn¬ sylvania, who continued in charge till January, 1875, when he became superintendent of public instruction for the State by election of the people. ELis successor was Eev. James Marvin, D. d., who still occupies the chair. By its charter, the university was to consist of 6 departments : (1) of science, liter¬ ature, and the arts ; (2) of law ; (3) of medicine ; (4) of the theory and practice of ele¬ mentary instruction ; (5) of agriculture ; and (6) of higher normal instruction. These have all come into being in the following order: the first from the beginning in 1865, with steadily increasing expansion of scope and courses; the agricultural, as a separate college at Manhattan, in 1868; the normal, in both departments, in 1876; the legal, in a 2 years’ course, in 1878 ; the medical, in a 3 years’ graded course, in 1880. The statistics of the university for 1879-80, exclusive of the Agricultural College, were : officers, 16 ; students, 438, 2 of these being resident graduates. The 7 other collegiate institutions were St. Benedict’s College, at Atchison, and St. Mary’s College, St. Mary’s (both Eoman Catholic); Baker University, Baldwin (Metho¬ dist Episcopal); Highland University, Highland (Presbyterian); Lane University, Lecompton (United Brethren) ; Ottawa University, Ottawa (Baptist) ; and Washburn College, Topeka (Con^regationalist). These all, in their latest reports, present pre¬ paratory studies covering 2 to 3 years and classical collegiate courses of 4 years ; all, except the two Eoman Catholic colleges, scientific courses, also of 4 years; Baker Uni¬ versity and Ottawa University, normal courses of 3 years ; Lane, one of 2 years, and Highland, one less definite, with a literary course of 4 years ; St. Benedict’s and Wash¬ burn, business courses of 3 and 4 years, and the last, a ladies’ course of 4 years, begun in 1880. For statistics of all these, see Table IX of the appendix ; for a summary of them, the report of the Commissioner preceding. INSTITUTIONS FOR THE SUPERIOR INSTRUCTION OF YOUNG YfOMEN. The State University and other institutions above mentioned, except the Eoman Catholic, admit young women. Besides these, only one collegiate institution espe¬ cially for them appears in 1880, the College of the Sisters of Bethany (Protestant Episcopal), the courses in which continued to be as before reported, primary, prepar¬ atory, and collegiate, the last of 3 years. For statistics, see Table VIII of the appen¬ dix. SCIENTIFIC AND PEOFESSIONAL INSTKUCTION. SCIENTIFIC. The Kansas State Agricultural College, Manhattan, was established in 1863, under the act of Congress approved July 2, 1862, giving to each State certain public lands for education. In 1873, the college was completely reorganized on a thoroughly industrial basis, with prominence given to practical agriculture and related sciences. In a 4 years’ course the sciences applied to the various industries of farm, shops, and home are taught; chemistry, botany, entomology, zoology, mechanics, , the study of minerals, agriculture, horticulture, civil engineering, political economy, mathematics, the English language, history, and philosophy are included in the course, as also printing, telegraphy, sewing, cookery, carpentry, iron work, and other industrial arts. The report for the two years ending June 30, 1880, indicates that the standard of admission is still adapted to ordinary requirements in common schools. The indus¬ trial arts have been taught as heretofore, with slightly improved facilities and steadily developing methods. The debt reported two years ago has been somewhat reduced, while the current expenses were covered. An increasing attendance is noticed, and that, with the enlarged demand for experiment and means of illustration, makes an increase of income necessary from year to year. An enlargement of the college build¬ ing will also be needed within the next two years. Keports from the professors to the board of regents show gratifying progress in their different departments ; the farm department paid current expenses ; that of industrial drawing reported the plan of instruction for the past 3 years as based upon the admi¬ rable system of Prof. Walter Smith, while 15 students had also taken up the princi¬ ples of projection. In the mechanical department for 2 years young ladies have been employed at scroll sawing. At the beginning of the year there was only 1 advanced KANSAS. 105 student in tlie telegraph department ; the ending thereof found 6 (3 gentlemen and 3 ladies) working on the lines of different telegraph companies. Since 1877, 633 pupils have been enrolled, 276 of these in 1879-’80. — (Catalogues, 1877-1880, and biennial report of the superintendent of public instruction.) Scientific courses are also found in the University of Kansas and in 5 other colleges of the State. For the number of students in these courses reference is made to Table IX of the appendix. PROFESSIONAL. The Kansas Theological School, Topeka, which was chartered in 1872 and organized in 1873, reports 2 resident professors and instructors, 2 undergraduate students, 2 graduates at the commencement of 1880, a 3 years’ course of study, and an examina¬ tion for admission. This school is under the auspices of the Protestant Episcopal Church. — (Return. ) The law department of the University of Kansas, formally opened November 6, 1878, furnishes a complete course of legal instruction for persons intending to practise in any State. The course includes two annual terms of 7 months each. Graduates of literary colleges are admitted without the examination as to fitness required from all others. There were 8 seniors and 10 juniors reported in 1879-’80. — (Catalogue of uni¬ versity, 1879-’80.) A preparatory medical course is announced in the University of Kansas in 1879-’80. This is intended to be the first year of a 3 years’ medical course, such as is accepted by the Ohio Medical College, Cincinnati, and the Rush Medical College, Chicago. As a preparation for this course, a full collegiate course is recommended for all profes¬ sional students and a knowledge of English studies is required. — (Catalogue of uni¬ versity. ) SPECIAL INSTRUCTION. EDUCATION OF THE DEAF AND DUMB. The Kansas Institution for Educating the Deaf and Dumb, Olathe, under control of the State board of charities, was founded in 1866. Instruction is given in the element¬ ary branches and in cabinet making, shoemaking,. and printing. This institution is said to be steadily growing in public favor. In September, 1880, there were 107 stu¬ dents, and there were indications of an attendance of 127 for the year 1880-’81. This was said to be an increase over the number for 1879-80. — (Report of the Commissioner of Education for 1879 and The Industrialist, October 2, 1880.) EDUCATION OF THE BLIND. The Kansas Institution for the Education of the Blind, Wyandotte, founded in 1867, reports both literary and industrial departments. In the former there is a full course of English studies, with reading in Boston elevated type, and both reading and writ¬ ing in New York point ; in the latter broom and brush making and the weaving of palm leaf hats are taught. The enrolment of pupils the last two years has been 69. Of these 25 entered during the term ending June 17, 1880. About 60 pupils were in the literary department and 34 in the musical course. — (Reports.) REFORMATORY AND INDUSTRIAL TRAINING. The legislature in 1879 made provision for a State reform school and appropriated $35,000 lor a building, on condition that the citizens of Shawnee County should give 160 acres of land for it within 5 miles of the State capital. This was done, and a build¬ ing costing $39,000 was erected for the school. By a subsequent act, to take effect March 5, 1881, provision was made for the organization and government of the insti¬ tution, which was to be opened for pupils June 1, 1881. Boys under 16 years of age convicted of offences against the laws or leading vagrant lives and in danger of falling into crime are to be the subjects of its training. — (Letter and report of superin¬ tendent. ) EDUCATIONAL ASSOCIATIONS AND CONVENTIONS. STATE TEACHERS’ ASSOCIATION. This association met at Topeka June 22-24, 1880. First organized September 29, 1864, at Leavenworth, with 39 members, its sessions have been held annually ever since. The inaugural address of the session of 1880 discussed the weakness and strength of the public school system. “ Language culture in our schools ” led to a debate in which 106 REPORT OF THE COMMISSIONER OF EDUCATION. it was agreed that, while the study of grammar is necessary for syntactical accuracy, yet elegance, readiness, and force must he gathered from writing and other sources. “ Moral culture in the schools” was recognized as important if the teacher desired to help in educating honest and upright citizens. During the session “ Reading,” “ Bot¬ any in normal institutes,” “The practical teacher,” “Our State reform school,” and other topics were discussed. Mr. Robert Hay, of Cherokee, gave an address on “ Edu¬ cation in England;” Prof. Geo. M. Stearns, of Washburn College, one on “The Quincy method, or personality in teaching;” and Mr. Porter Sherman, of the Wyandotte schools, a paper on the “ Philosophy of history.” Resolutions were adopted asking the legislature to make provision for a thorough geological survey of the State, &c. — (The Educationist and biennial report.) COUNTY SUPERINTENDENTS’ CONVENTION. On June 23, 1880, the superintendents, some 15 in number, organized at Topeka. The first topic for consideration was grading district schools. It was generally agreed that additional legislation is required. A resolution was adopted asking the next legislature to provide that women over 21 in cities of the first and second class be allowed to vote on all school questions. — (The Educationist.) SOUTHEASTERN TEACHERS’ ASSOCIATION. The fourth annual meeting of this association was held at Parsons, December 28-30, 1880. Although the weather was unfavorable, there was a decided improvement in the attendance, teachers being present from 7 counties. The address of welcome was by Mr. McPhersons, of Parsons. Mr. Hay, of Cherokee, gave a lecture on “The growth of the English language.” Hon. Geo. W. Hoss, editor of The Educationist, and for¬ merly State superintendent in Indiana, spoke of “Oratory and orators.” The pro¬ gramme also included the following papers: “ Education in the South,” “Advanced geography,” “Tree planting in school grounds,” “Geology,” “Objects of common school education,” and “ School government.” Professor Chedester was reelected president of the association. — (Journal of Education, January 13, 1881.) KANSAS ACADEMY OF SCIENCE. The thirteenth annual session of this association was held at Topeka in November, 1880. The attendance was large, the meeting successful, and many names were added to the roll of members. The first evening’s lecture, by President Fairchild, of the State Agricultural College, was on the bearings of science on every day life. He con¬ sidered science not as the servant of mankind, but as the daily companion or leader of the people. The second evening’s lecture was by Professor Lovewell on “ Science in schools.” It included hints as to improving the instruction in natural sciences. Papers were read on the “North American species of Conops,” on “ Kansas reptiles,” and on “ Modes of working in vogue among fish breeders,” in which Hon. D. B. Long called attention to the availability of German carp for stocking Kansas waters. The Kansas weather service, its objects, needs, and the results of its work were also dwelt upon. Dr. John Fee, of Kansas City, opened a discussion on color blindness, illustrat¬ ing his paper by a series of test colors. Hon. F. G. Adams, in a paper on “Irrigation,” detailed the attempts to reclaim portions of the Arkansas Valley to profitable agri¬ culture. The success of this undertaking, he thought, called for a careful survey of the river valleys of the western plains, considerable areas of which might become the seat of an important agricultural interest. A paper of kindred interest on “Rainfall in its relation to Kansas farming ” followed. Thirty-seven papers in all were on the programme; most of these were read and discussed. The academy is said to be on a better footing than at any time in its history. — (The Industrialist, November 20, 1880.) STATE NORMAL INSTITUTE. To aid in improving the work of county institutes, a State Normal Institute was held under the auspices of the State board of education at Topeka from December 29, 1879, to January 3, 1880. This was said to be the most largely attended and the most valuable educational meeting ever held in the State. About 300 of the most progres¬ sive teachers were present. A course of study for normal institutes was adopted, the careful grading of such institutes and the adapting of the work of each section to the needs of the grade being heartily indorsed. Three sessions were held each day, in each of which there were papers or addresses on educational topics. All the members of the State board of education were present almost the entire time of this meeting. — (Biennial report.) KANSAS. 107 CHIEF STATE SCHOOL OFFICER. Hon. Allen B. Lemmon, State superintendent of public instruction , Topeka. [Second term, January 13, 1879, to January 10, 1881.] Preceding: superintendents in the 10 years were Hon. Peter McYicar, 1867-1871; Hon. H. D. McCarty, 1871-1875; Hon. John Frazer, 1875-1877. 108 REPOET OF THE COMMISSIONER OF EDUCATION. SUMMARY OF EDUCATIONAL STATIS 1870-71. 1871-’72. 1872-73. 1873-74. 1874-75. POPULATION AND ATTENDANCE. White youth of school age (6-20), Colored youth of school age (6-16). Total of school age reported. .. White youth enrolled _ 437, 000 389, 836 416, 763 427, 523 427, 526 437, 000 228, 000 Colored youth enrolled _ . _ Total enrolment _ _ _ .... _ 178, 457 120, 866 240, 000 191, 112 114, 603 Average attendance . 159, 000 Pupils in private schools _ _ SCHOOXDISTRICTS AND SCHOOLS. School districts for whites .... 5, 963 494 6, 457 4,894 5. 967 «100 41,624,000 700 4, 236 1,732 216 122 5.968 &$49 40 &49 40 $1, 438, 147 1, 559, 452 School districts for colored .... Total school districts _ _ 5, 177 5, 381 School-houses ...... _ _ Schools taught _ ....... _ 5, 068 5,521 110 Average time of schools in days . Estimated value of property . . Private schools . . TEACHERS AND THEIR PAY. Men teaching in public schools . Women teaching . 2, 656 1,017 Colored men teaching . Colored women teaching _ _ Total number of teachers . Aveiage monthly pay of men.. 5, 521 3, 673 Average monthly pay of women INCOME AND EXPENDITURE. Total receipts for public schools Total expenditure for public schools. SCHOOL FUND. Amount of public school fund . $968, 177 941, 304 $1, 350, 492 $963, 121 963, 121 $1,628, 123 $717, 350 $1, 628, 123 a Schools for whites. KENTUCKY. 109 TICS OF KENTUCKY— 18TO-’71 TO 1879-’80. 1875-76. 1876-77. 1877-78. 1878-79. 1879~*80. Increase or de¬ crease since 1879-780. Increase or de¬ crease since 1870-71. 459,253 53,555 512, 808 228, 000 459, 395 53, 126 512, 521 476, 870 62, 973 539, 843 478, 597 66, 564 545, 161 I. 1, 727 I. 3, 591 I. 5, 318 I. 155, 325 19, 107 208,500 125, 000 35, 000 5, 836 620 6, 456 265, 581 I. 87, 124 160, 000 . 110 $2, 300, 000 700 102 $2,r300, 000 700 4,000 2, 000 331 199 6, 000 $40 35 $1, 827, 575 1, 130, 000 $1, 600, 000 y 4,418 2, 346 4, 300 $40 35 $1, 827, 575 1, 130, 000 6,764 | $21 75 $1,031,565 803, 490 $1,755, 682 ■V 6 White teachers. 110 REPORT OF THE COMMISSIONER OF EDUCATION. STATE SCHOOL SYSTEM. OFFICERS. The officials having general charge of public school interests are (1) a State superin¬ tendent of public instruction, elected by the people for 4 years ; (2) a State board of education, consisting of the superintendent, the secretary of state, the attorney general, and 2 professional teachers chosen by them ; and (3) a State board of exam¬ iners, composed of the superintendent and 2 professional educators chosen by him. County school officers are (1) commissioners elected by the court of claims for 2 years, and (2) county boards of examiners, comprising the commissioner and two per¬ sons appointed by him. For districts there are boards of trustees of 3 members hold¬ ing office 3 years, those for white schools being elected by the white voters of the district and those for colored schools appointed by the "county commissioners. OTHER FEATURES OF THE SYSTEM. The schools for white children are supported from the income of a State fund which must be used only in payment of teachers ; from a State tax of 20 cents on the $100 valuation of property, with an optional district tax of 25 cents on the $100 of taxable property in ordinary districts and 30 cents in graded school districts, and from a capita¬ tion tax of 50 cents on persons sending children to school. The schools for colored chil¬ dren are supported from taxes on property owned or held by colored persons ; from a capitation tax of $1 on each colored man over 21; from taxes on dogs kept by colored persons and on deeds, suits, or licenses for them; and from the proceeds of fines, pen¬ alties, &c., collected from them. These schools, according to a provision in the law, are to be aided before those for whites by any congressional donation which may hereafter be made to the State in money or lands for the benefit of education, such funds to be applied exclusively to the support of colored schools until their funds shall be as great, in proportion to the population of school age, as are those for white schools. To be entitled to aid from public funds, schools must be kept by qualified teachers for 5 months during the year, or for 3 months if in districts containing less than the minimum number of children. Teachers must have certificates of qualification from either the county or State board of examiners. The branches prescribed for free com¬ mon schools embrace 11 the elements of a plain education in English, including gram¬ mar, arithmetic, geography, and history,” only 2 departments, primary and element¬ ary, being provided for. Intermediate and high school departments may be organized and tuition charged in them, but this must not interfere with the thorough teaching of the elementary branches. The State makes provision for teachers’ institutes, pub¬ lic school libraries, a State university, and institutions for the education of the deaf and dumb, the blind, and the feeble-minded. Any non-sectarian college, academy, or high school may be accepted by the county commissioner as a State school, and, as such, share in the school funds, if all the white children of the district 6 to 20 years old be admitted to it without charge for 5 months of the year. Trustees must make reports annually to county commissioners on penalty of a fine of not less than $20 and the damages resulting from neglect ; county commissioners must report annually to the State superintendent and he to the legislature. Superintendents of institutions for the blind, deaf and dumb, and feeble-minded are also required to report annually to the State superintendent. White widows having children of school age may vote for school trustees, and those without children, but having taxable property, may vote on the question of district tax. The most important changes in the law since 1870 (when the State tax was increased from 2 to 20 cents on the $100, county boards of examiners instituted, and provision made for county teachers’ institutes) are the appointment of a State board of exami¬ ners and the increase of district taxation from 5 to 30 cents on the $100 in 1873 and the establishment of a system of public schools for colored children in 1874. — (Laws.) CITY SCHOOL SYSTEMS. OFFICERS. The officers having charge of public school interests are boards of trustees and usually city school superintendents. Boards of examiners are appointed in some cities, under special charters. Newport has a board of education of 12 members. All cities, towns, and villages may make such regulations for the government of their public schools as are deemed judicious, provided they do not conflict with the constitution and general statutes. KENTUCKY. Ill STATISTICS. Cities. Population, census of 1880. Children of school age. Enrolment in public schools. Average daily at¬ tendance. Number of teachers. Expendi¬ ture. Covington . Lexington _ _ 29, 720 1G, 656 10, 094 3, 518 2, 485 60 $56, 316 Louisville . 123, 758 46, 587 19, 990 13, 498 325 197, 699 Newport . 20, 433 6, 780 1, 982 2, 692 2, 032 44 27, 898 Paducah . 8, 036 822 698 15 8, 697 ADDITIONAL PARTICULARS. Covington, with 5 public school buildings, containing 80 rooms for study, had 3,279 pupils enrolled therein, besides about 3,000 in private or parochial schools. The public schools are classed as primary, grammar, intermediate, and high, the first two cover¬ ing each 3 years, the intermediate 2, and the high 4. There is no city school superin¬ tendent, the office having been abolished. German is taught in the first five years of the course, a special teacher being employed for it. The high school had 157 pupils enrolled, under 6 teachers. — (Return and report.) Louisville had 19,990 public school pupils enrolled during 1879-’80, in 30 school build¬ ings. The schools were classed as primary, secondary, intermediate, grammar, and high, there being two of the latter, one for boys and one for girls, with an enrolment of 613 pupils, under 16 teachers, and 529 in average attendance. Since 1872 the assessed valuation of city property has steadily diminished, the result being a large deficit in school revenues, while at the same time the number of children to be edu¬ cated has greatly increased. As a measure of relief, the city tax for public schools was increased during the summer of 1880 from 25 cents on the $100 to 30 cents. This, it is hoped, will add about $31,500 to the school revenues. — (Return and Eclectic Teacher.) Newport has 5 public school buildings, with 43 rooms for study (30 primary, 12 gram¬ mar, and 1 high), furnishing 2,520 sittings, a city superintendent, and a special teacher of drawing and penmanship. Tbe enrolment and average number belonging were slightly more in 1879-80 than the previous year. A small decrease in the per cent, of attendance is accounted for by the fact that an unusual amount of disease prevailed. The actual tardiness both in the number of cases and amount of time lost was less, and there were fewer cases of corporal punishment. A rule was adopted by the board in 1879 requiring teachers to report all cases of such punishment, and this, as was expected, causecl a reduction of the number. Sixty pupils were enrolled in the high school, 43 were in average attendance, and 7 (of whom 6 were girls) were graduated from the 3 years’ course of study. — (Report and return.) Paducah reported 900 sittings in her public schools for white children, in 9 primary school rooms, 4 grammar, and 1 high. No statistics for colored schools are reported. There is a superintendent of public schools, who is elected each year by the board of trustees. About 300 pupils were enrolled in private or parochial schools, making a total of 1,122 under instruction. — (Return,) TRAINING OF TEACHERS. NORMAL SCHOOLS AND DEPARTMENTS. The normal department of the State Agricultural College, to be opened at Lexington in 1881, is intended to provide the best facilities for the training of teachers. It offers free tuition to 3 persons (men or women) from each county of the State, and even as many as 6 may be admitted on the same terms. Students in this department have the priv¬ ilege of studying any branch taught in the college. — (Eclectic Teacher, September, October, 1880, and letter from principal.) The Kentucky Normal School, Carlisle, sends no report for 1880, but from the Eclectic Teacher for June it appears that 14 pupils were graduated from it ; also that the usual summer term was not to be held, the principal being engaged in county institute work. Glasgow Normal School, Glasgow, first opened in 1874, presents a course of study cover¬ ing 3 years, of 48 weeks each, known as preparatory, scientific, and classical years. Graduates from the last 2 receive diplomas which are by law equivalent to a life cer¬ tificate in the public schools of the State. There were in 1879-’80, 210 students, of whom 14 were graduated and 12 engaged in teaching. — (Return.) West Kentucky Normal School, of Murray Institute, Murray, opened in 1871, had 30 or 40 students in 1879-’80 in the normal course of study covering 3 years. The diploma of this school is by statute, interchangeable for a certificate of the State board of examiners. — (Return.) Belleioood Seminary and Kentucky Presbyterian Normal School, Anchorage, first opened 112 REPOET OF THE COMMISSIONER OF EDUCATION. in 1876, reports a normal course of 4 years, but only 2 students pursuing it during 1879-’80. — (Return.) Kentucky Female Orphan School, Midway, was opened in 1849 by benevolent persons of the denomination of Disciples for the education of their orphan girls as teachers, but eligible applicants of other denominations are received as far as the capacity of the school will admit. They remain 4 years. Girls must be over 14, of good character and health, able to read fluently, to write, and to understand at least the four elementary rules of arithmetic. There were 54 pupils in 1879-’80 and 11 graduates, of whom 9 engaged in teaching. A 6 weeks’ summer term was held at Germantoicn Normal Academy , Germantown, beginning July 20, 1880. — (Eclectic Teacher.) Normal instruction was given to some extent in departments of Berea and George¬ town Colleges and Murray Institute. Georgetown College offers tuition on a credit of 3 years, or till they can pay, to such young men as are preparing to teach. — (Cata¬ logues. ) TEACHERS’ INSTITUTES. County institutes for the training of teachers must be held, according to the school law ; but information in regard to the work done in them during 1880 is almost en¬ tirely lacking. One exception is a notice in the Eclectic Teacher for November of the institute in Jefferson County, which is said to have been very successful, teachers, patrons, and friends having attended with unusual faithfulness. EDUCATIONAL JOURNALS. An important aid to school work in the encouragement of teachers, as well as in the educational information published, is tho Eclectic Teacher, a monthly edited by T. C. H. Yance and George A. Chase. It is now published in Lexington, having been removed to that place in September, 1880, from Louisville. Other school journals published are Our School Friend, by the Girls’ High School, Louisville ; Different Kinds of People, by the Classical and Business College, North Middletown, and Hamilton College Monthly, Lexington, edited by the young ladies of that college. — (Eclectic Teacher, December, 1880, January, 1881.) SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. No complete information can be given as to the work done in the State by the high schools in 1879-80, the only sources available being 3 city school reports and the Eclectic Teacher for that year. From the latter it appears that the question of the advisability of public taxation for secondary instruction was agitating the minds of the people somewhat, the newspapers having taken it up. Tne assertion in one of them to the effect that nearly every girl attending the high school at Louisville had parents who could afford to send her to a private school led to an examination of the principal’s books. The careful record kept since 1862 showed that the greater number were quite unable to pay tuition fees. It was observed, too, that in the lower and higher grades the relative proportion of parents’ occupations remained unchanged. Tho usefulness of this school appears to some extent in the fact that 62 per cent, of the white women teaching English branches in the city had been students in it and that 99 had graduated from it. The two high schools in Louisville (one for each sex) are in a prosperous condition. The buildings and furniture are valued at $69,000. The school for girls enrolled 361 pupils during the month of December, 1879. The school for boys in October of the same year numbered 231, and the total enrolment in both for the year was 613. Cov¬ ington had 157 pupils enrolled in a high school, under 6 teachers ; Newport had 60 enrolled, 43 in average attendance, and graduated 7, of whom 6 were girls. Paducah, Owensboro’, and possibly other cities sustain high schools, but send no statistics of them for 1880. At Maysville a new high school building has recently been erected and classes commenced. — (City reports and Eclectic Teacher.) SUPERIOR INSTRUCTION. COLLEGES FOR YOUNG MEN OR FOR BOTH SEXES. Kentucky University, Lexington (Christian), opened at Harrodsburg in 1859, was removed to Lexington in 1865 and organized with three departments, a college of arts, of the Bible, and of law, a commercial college being soon after added. In 1866 the State Agricultural and Mechanical College was opened as one of its colleges, but this and the college of the Bible were detached from it in 1878, and are now entirely separate in management, although they still remain on the grounds of the university and their students are free to enter the classes in the university college of arts, those KENTUCKY. 113 of the latter also being admitted without charge to the agricultural college and the college of the Bible. The college of arts comprises 10 separate schools, which include classical and scientific studies, also French, Spanish, Italian, and German, the latter being optional. There were 66 students attending in 1879-’80, besides 23 in prepara¬ tory studies and 105 in the commercial department. — (Catalogues and return, 1880.) There are 14 other universities and colleges from which information is at hand as late as for 1878-79, all but 3 of them sending reports for 1879-’80. All, at date of their last reports, had preparatory courses, some even giving instruction in primary studies ; all had collegiate departments, with 4 years’ courses in classical studies, the arrangement sometimes being that of independent schools ; in 6 there is more or less provision for the study of scientific branches, although in some only the natural sciences are taught ; 10 give a business training ; 2, Berea and Eminence, offer biblical instruc¬ tion in connection with college classes ; 3, Berea and Georgetown Colleges and Mur¬ ray Institute, have normal courses, and nearly all courses in music, drawing, and other branches of art ; 5 admit both sexes, while Eminence College, Eminence, and Mur¬ ray Male and Female Institute, Murray, make a special feature of coeducation ; the charter of the latter has been recently amended, providing that diplomas given to graduates of the normal course shall entitle them to certificates from the State board of examiners allowing them to teach in the public schools. The only collegiate institutions organized in this State within the past 10 years are Kentucky Classical and Business Institute, North Middletown, chartered in 1878, and Union College, Barboursville, chartered in 1880. The institute is under the influence of the 11 Christian” church, admits both sexes, and in its collegiate department offers classical, Latin-scientific, business, and English courses. There are also preparatory and special courses in literature, music, drawing, and painting. The college has a cap¬ ital of $20,000 for building purposes, expects to have room for 350 students, and was to open in September, 1880. For statistics of all the colleges reporting, see Table IX of the appendix, and a sum¬ mary in the report of the Commissioner preceding. INSTITUTIONS FOR THE SUPERIOR INSTRUCTION OF YOUNG WOMEN. For statistics of schools of this class, see Table YIII of the appendix ; for a summary of their statistics, a corresponding table in the report of the Commissioner preceding. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. The Agricultural and Mechanical College of Kentucky , first organized in 1866 as a col¬ lege of the State university, but detached from it in 1878, was chartered anew by the legislature in 1880 and permanently established at Lexington. Commodious buildings are to be erected, intended to accommodate 500 students, the city having contributed $30,000 for this purpose and Fayette County $20,000. For its support the legislature has established a State tax of 5 mills on each $100 of taxable property, which, with the present income, will give the college about $27,000 a year. Work on the new buildings was begun in October, 1880, at which time it appeared probable that they would be completed in the summer of 1881. Meantime the college has been reorgan¬ ized and some 15 courses of instruction opened with a separate professor for each. Besides the provision for free normal instruction already mentioned, tuition without charge is offered to one student from each representative district of the State. The number of students attending in 1879-’80 is estimated by the Eclectic Teacher at about 250. No official report for the year has been received. — (Eclectic Teacher, June, Sep¬ tember, October, November, 1880.) Six of the collegiate institutions reporting, viz, Bethel, Centre, and Georgetown Colleges, the Kentucky University, Military Institute, and the Classical and Business College, give more or less scientific instruction. Bethel presents a course in natural science leading to the degree of b. s. ; Georgetown College also has a course leading to this degree ; the Kentucky Military Institute offers a course in natural science and one in engineering. The scientific course in the State University leadingjto the degree of b. s. is the same as the classical in the first 3 years, except that Greek and Latin are omitted, French and German being substituted for them in the first 2 years, while in the senior year a course in practical chemistry and physics is added. — (College cat¬ alogues.) PROFESSIONAL. Theological instruction is given in the Theological Seminary of the Presbyterian Church, at Danville, the Southern Baptist Theological Seminary, Louisville, the Col¬ lege of the Bible, Lexington, and to a limited extent in 3 of the colleges, as before mentioned. The Theological Seminary of the Presbyterian Church presents a strictly profes¬ sional course of study covering 3 years. Applicants for admission, if not college grad- 8 E 114 REPORT OF THE COMMISSIONER OF EDUCATION. nates, must pass an examination in collegiate branches of study ; exceptions may be made, but in all cases such scholarship is required as will enable students to success¬ fully pursue theological study. Eight students are reported for 1879-’80. The Southern Baptist Theological Seminary, established in 1859 by Southern Bap¬ tists, divides its course of study into eight schools, any one of which can be taken separately and completed in a year, with the exception of Hebrew and Greek. The whole course requires 3 or 4 years, according to circumstances. A special 8 months’ course is arranged for pastors on leave of absence. There were 92 undergraduate students in 1879-80, besides 2 graduates. The College of the Bible provides a 4 years’ course of study, not intended to be pro¬ fessional, but to give systematic instruction in the Bible, together with the higher branches of English literature and philosophy. The departments are (1) English lan¬ guage, (2) sacred history, (3) sacred literature, and (4) philosophy. The college had 51 undergraduate and 3 graduate students during l879-’80. — (Catalogue and return.) In Berea College special biblical instruction is given in connection with the college course as occasion requires, and at Eminence College a department of biblical litera¬ ture forms a part of the college course. Georgetown and Bethel Colleges recognize the claims of this profession, at least to the extent of giving free tuition to young men who are preparing for it. Legal study in 1879-’80 is represented only by the law department of the University of Louisville, which had 45 students, of whom 10 had received a degree in letters or science, and graduated 25 in 1880. The course of study covers 2 years. No examina¬ tion for admission to it is required. — (Return.) The College of Law of Kentucky University, although still reported in the curricu¬ lum of that university, has been suspended since June, 1879. The law department formerly connected with Central University, Richmond, does not appear in its catalogue for 1880-’81. Four medical schools, all in Louisville, report for 1879-’80, viz: Kentucky School of Medicine, chartered in 1850 ; Louisville Medical College, chartered in 1868 ; the medical department of the University of Louisville, chartered in 1837 ; and Hospital College of Medicine, chartered in 1873, the last being a department of Central University. All require for graduation the usual 3 years’ study of medicine, including two regular courses of lectures, but none demands any examination for admission. The Kentucky School of Medicine has established an optional graded course of 3 years. It had 150 students in attendance and graduated 44 in 1880 ; the Hospital College of Medicine enrolled 75 (of whom 12 had received a degree in letters or science) and graduated 25; Louisville Medical College had 131 students and graduated 56. The Louisville College of Pharmacy is one of the 9 pharmaceutical schools in the United States which confer the title of graduate only on those students who, in ad¬ dition to theoretical knowledge, have had practical experience in the business. An apprenticeship of at least 4 years is required, with attendance on 2 courses of lectures, the last of which must be at this college. A practical laboratory course has been opened, which is still optional, but is to be made compulsory. — (Catalogue, 1879.) For further statistics, see Table XIII of the appendix, and a summary of it in the report of the Commissioner preceding. SPECIAL INSTRUCTION. EDUCATION OF THE BLIND. The Kentucky Institution for the Education of the Blind, Louisville, gave instruc¬ tion during 1879-’80 to 67 blind youth, an increase of 5 over the number of the pre¬ vious year, but still, as the report says, only a small proportion of the number that ought to be in the institution. Thirty of the 67 were from Louisville, a proportion of 1 blind child to 4,300 of the city’s population; and if this proportion of blind to see¬ ing children holds good outside of the city, it is estimated that there are 400 blind in the State who should be in the institution. There are accommodations for 100; and renewed efforts are to be made by the institution to give information of the opportu¬ nities therein offered to all the blind in the State. As heretofore, the course of instruc¬ tion comprises, besides the elementary English branches of study, natural history, physiology, and physics, with special instruction in vocal and instrumental music to those whose abilities warrant it. Boys are taught to make brooms and mattresses, cane chairs, and do simple upholstery ; girls, to sew by hand and machine, to cut and fit, and use the knitting machine. Physical exercise, bathing, &c., are not neg¬ lected. — (Report, 1880.) EDUCATION OF THE DEAF AND DUMB. Instruction and training for the deaf and dumb in the branches of a common school education and in employments are given at the Kentucky Institution for the Deaf KENTUCKY. 115 and Dumb, Danville, where all deaf-mutes of the State are received without charge for a term of 7 years. Statistics for 1879-’80 are not reported. TRAINING OF THE FEEBLE-MINDED. The Kentucky Institution for the Education and Training of Feeble-Minded Chil¬ dren, Frankfort, established in 1860, besides giving instruction in the elementary school branches and in useful employments, devotes special attention to physical training. The use of the gymnasium and Kindergarten instruction are combined and all possible means used for the education of the powers of observation, such as maps, charts, frames, cases, figures, blocks, and colored cards. There is no report for 1879-’80. REFORMATORY TRAINING. The Louisville House of Refuge, established in 1865, is intended for the reformation, education, and industrial training of neglected youth. It receives both white and colored boys and girls, and gives them instruction in the common school branches and in a number of employments besides gardening and other out door work. The school rooms are made attractive and are furnished with improved desks and other equipments ; but still greater importance is attached to the work department, skill in labor and industrial habits being considered the great desideratum for these chil¬ dren. During 1879-80 there were in the refuge 204 white youth, of whom 149 were boys, and 83 colored youth, all from 6 to 18 years of age. — (Report, 1879-’80.) EDUCATIONAL CONVENTIONS. STATE ASSOCIATION. The meeting of the State Teachers’ Association at Lexington, August 10-13, 1880, was not a great success, if judged by the number of members present. The pro¬ gramme was not carried out, because several who were to have participated were absent. Such papers and addresses, however, as were presented were of a high order, and elicited spirited discussion, and altogether the meeting was an interesting and enthusiastic one and productive of good results. The first remarks made were by Prof. J. D. Pickett, superintendent of public instruction, who expressed some thoughts as to the objects of the association, and was followed by Prof. J. J. Rucker with sugges¬ tions as to how to increase interest in it. After an expression of views on these points by a number of members, the association listened to an address on “Education,” by Hon. A. S. Berry, of Newport. Papers were read during the second day on “Com¬ pulsory education,” by Prof. J. R. Day ; on “ The extent of taxation for education,” by Prof. W. H. Lockhart, and on “Normal schools,” by Prof. A. W. Mell. In the evening Maj. W. J. Davis, of Louisville, gave a lecture on “The story of the rocks.” The papers of the third day were on “Curriculum of common schools,” by Supt. A. T. Wiles, of Newport, and on “ Graded schools,” by W. J. McConathy; the latter was not discussed for want of time. Among the resolutions adopted was one expressing the opinion that a meeting of the Southern Educational Association should be held during the Christmas holidays of 1880 ; also one appointing a committee to memorialize the legislature on the subject of establishing a State normal school. — (Eclectic Teacher, September, 1880.) OTHER ASSOCIATIONS. There is no information of any meeting having been held during 1879-’80 by the Colored State Teachers’ Association or the Central Kentucky Teachers’ Association. CHIEF STATE SCHOOL OFFICER. Hon. Joseph Desha Pickett, State superintendent of public instruction , Frankfort. [Term, September 9, 1879, to September 15, 1883.] Other superintendents in the deeennial period under review were Hon. Zechariah F. Smith, 1867-1871, and Hon. Howard A. M. Henderson, 1871-1879. 116 REPORT OF THE COMMISSIONER OF EDUCATION. SUMMARY OF EDUCATIONAL STATIS POPULATION AND ATTENDANCE. Youth of school age (6-21) b Enrolment in public schools. Average daily attendance . . . Scholars in private schools . . SCHOOL DISTRICTS AND SCHOOLS. Number of school districts . Number of public schools . Public school-houses . . . . School-houses built during the year _ Average time of school in days . . Value of public school property . Number of private schools . TEACHERS AND THEIR PAY. Teachers in public schools . Average monthly pay of men . Average monthly pay of women. . Teachers in private schools . RECEIPTS AND EXPENDITURES. Total receipts for public schools . Total expenditures for public schools.. SCHOOL FUND. Amount of available fund . 1870-’71.a 1871-72. a 1872-73. 1873-74. 262, 643 52, 436 20, 587 21, 674 280, 384 49, 106 26, 009 23, 340 272, 334 57, 433 33,927 18, 078 280, 387 74, 309 22, 306 483 474 457 610 864 1,039 32 101 77 $748, 135 367 $661, 962 $881, 446 272 1,131 941 1,476 1,494 $62 69 $55 64 $42 50 $40 00 842 834 707 846 $554, 974 531,834 $1, 193, 500 $616, 878 531, 361 $678, 374 723, 826 $789, 069 795, 201 | a The statistics for these two years are somewhat imperfect, on account of incomplete reports from the six divisions into which the State is divided. Only 4 divisions (in 1870-71) reported the number of public schools ; only 3, full private school statistics ; and only 3, the number of school-houses built. In 1871-72 the fifth division did not report, and the other divisions only incompletely with respect tc> certain items. b By the constitution of 1879 changed to 6-18. LOUISIANA. 117 TICS OF XiOUISIAiNA — 1870-’71 TO 1879-’80. 1874-75. 1875-76 1876-77. 1877-78 1878-79. 1879-’80. Increase or de¬ crease since 1878-79. Increase or de¬ crease since 1870-71. 274, 688 74, 846 274, 688 74, 307 52, 315 266, 033 85, 000 54, 390 20, 693 274, 4C6 83, 047 330, 930 78, 528 c50, 248 <74, 404 273, 845 68, 440 45, 626 1 .. D. 57,085 D. 10,088 D. 4, 622 I. 11,202 I. 16,004 I. 25,039 21,711 473 1,032 <72, 688 1,044 323 35 97 $803, 062 135 $736,575 ! 306 ! 1,507 l $45 00 I 5 35 00 638 $467,368 ! 7t369, 829 $82,921 e80 $700, 000 118 $896, 100 1,557 $37 00 832 $699, 665 699, 665 1,615 $31 00 2, 122 /$40 00 /37 00 1,949 $27 00 25 00 247 #$613, 453 7(529, 065 11,130,867 i 2,025 I. 76 I. 894 $776, 009 776, 009 $82, 921 $546, 466 558, 231 . < $480, 320 D.$133, 133 : D.$74, 654 |1, 130, 867 . ] D.$62, 633 r e Estimated. d Excluding New Orleans. « In rural Louisiana. / Exclusive of New Orleans, in which the average salaries are: men, $76. 72 ; women, $39. 58. g Including balance on hand from preceding year. h Including amount paid on debts of preceding years. 118 REPORT OF THE COMMISSIONER OF EDUCATION. STATE SCHOOL SYSTEM. OFFICERS. From 1870 to 1877 the educational officers of the State (under a law conformed to the constitution of 1868) were (1) a State superintendent of public education, elected by the people for 4 years ; (2) a division superintendent for each of the 6 divisions into which the State was divided for school purposes, appointed by the governor, with con¬ sent of senate, for a term of 3 years, all forming, with the State superintendent, a State board of education to select text books and make regulations for the public schools ; (3) boards of school directors,1 of five or more persons for each parish, except Orleans2 and Jefferson, appointed by the State board every 2 years for general care of school matters in their parishes ; (4) boards of district school directors for each jury ward in each parish, consisting of 3 persons appointed by the parish board every 2 years to visit and report on local schools. In 1877 the division superintendents were dropped, the other officers being continued and the State board being composed of the governor and other State executive officers, with the State superintendent and 2 citizens appointed by the governor for 4 years’ terms. From the failure to pass in 1880 an act based on the provisions of the constitution of 1879, the law of 1877, with all the officers pro¬ vided for under it, holds till the legislative session of 1882, save in the clauses modi¬ fied by the express words of that constitution. Under these words women are made eligible to any office of control or management created by the school laws of the State. OTHER FEATURES OF THE SYSTEM. The constitution of 1868 provided for the admission into the public schools of all children between 6 and 21 years of age, without distinction of race, color, or previous condition of servitude. This still holds good as to the main point of the free educa¬ tion of all of school age, but distinctions are not abolished, and in 1879 the limit of school age was made 18 instead of 21. To maintain the schools, a State tax of 2 mills on the dollar of all taxable property was authorized in 1869, also what further local taxes the directors of each school district might deem necessary for building, hiring, and furnishing school-houses, this tax not to exceed 5 mills on the dollar. By act of March 16, 1870, parishes were to levy an annual tax of 2 mills in addition to the State tax. One year later an act rendered it obligatory for the parish authorities to raise annually a tax of not less than 1 mill on the dollar nor more than 2, for the lease, pur¬ chase, furnishing, &c. , of school-houses, while in any parish where the board of school directors failed to establish schools within 60 days after their appointment the division superintendent was authorized to establish and maintain them out of the school funds of the parish, city, or town. On April 9, 1873, school boards were empowered to de¬ mand of the local authorities the levy of an extra tax for that and succeeding years for the improvement and extension of the school system. The laws of 1877 changed the taxation somewhat : the parish taxes were not to exceed 1 per cent, on the assessed valuation ; the special taxes were to be levied by the general assembly ; and a poll tax of $1 on all men over 21 was to be levied (only 90 per cent, of this to be used for school purposes). There was also interest on the United States deposit fund and on the school fund to be used for schools. The constitution of 1879 made the following provisions for the support of schools : (1) the proceeds of a State school fund, declared to be $1,130,867, bearing interest at the rate of 4 per cent., to be paid annually to the several townships ; (2) a poll tax of $1 to $1.50 on each male over 21, which is to be retained in the parishes where collected ; (3) a State tax on property, not to exceed 1 mill on the dollar ; (4) a permissible parish tax, which, combined with all other parish taxes, must not make more than 10 mills on the dollar. Elementary, academic, and normal schools were early provided for, but no private institution of learning was to receive any school moneys. The teachers, to be legally employed, must have passed an examination and have received certificates from parish boards. The schools of all grades under this system are to be taught at least twelve weeks of 5 days each, one or more schools to be kept open in each district. All the general exercises of the schools (except in parishes where French predominates) are to be in English. The element¬ ary branches in such parishes may be taught in the French language. No school funds are to be used for sectarian schools. — (School laws and constitutions.) GENERAL CONDITION. The very small support provided by the State for its common schools under the con¬ stitution of 1879 and the close restriction of local taxation for them proved a serious 1 The hoards may appoint superintendents for their schools, who shall be also ex officio secretaries of their respective boards, but the pay for both offices is not to exceed $200 annually. * For the school officers of New Orleans, see City School Systems, further on. LOUISIANA. 119 check to educational progress, and, unless private liberality come to the help of the local school boards, short terms and poorly paid teachers must for some time be the rule. The schools of New Orleans appeared at first to be threatened with extinction by the restrictions of the constitution ; but a comparatively liberal appropriation for them on the part of the city administrators saved them and enabled the school authori¬ ties to keep them open during a large part of 1879-80, though the pay of teachers was seriously curtailed. For the State at large, the statistics of 1880 are too meagre to afford any fair basis of comparison with preceding years, many of the school officers having failed to send in their returns and many treasurers having failed to give official information of the amount of poll tax and other funds collected for the maintenance of public schools. The reduction of the school age by 3 years has naturally reduced the number of en¬ rolled pupils, especially in schools for colored youth, but this may eventually prove an advantage to the ones enrolled, as the smaller the enrolment the further will the slender State funds go in continuing the sessions of the schools that maybe held. But the outlook is certainly not an encouraging one on the whole. GENERAL REVIEW FOR THE TEN YEARS. In the year 1870-71 a general reorganization of the whole school work was under¬ taken. The amended laws were the means of a most encouraging advance during the nine months of the year following. Still, for two years there was considerable trouble in getting full and accurate accounts of educational affairs, owing to the negligence of some of the division superintendents. Those who sent in the reports required by law gave evidence of a large increase in the number of schools in their districts and a corresponding advance in their efficiency. In the four years ending in the latter part of 1872 there were 700 schools established (outside of New Orleans) where none existed before. This was nearly six times as many as were ever in operation in any one year preceding in the history of the State, yet the amount of money expended for them in 1872 was less than half what was expended in 1859. Limited school accom¬ modations were frequently referred to in the earlier years. In the year 1874 the free school system was more prosperous than before. The endeavors to educate white and colored children in the same school met with great resistance in the high schools of New Orleans, but this difficulty was solved by the opening of separate schools for this race throughout the State, and in 1877 it was stated that the colored children attended school in much larger numbers than the white youth; also, that better qualified teachers were provided for them than in former years. In 1877 another reorganiza¬ tion of the school system took place under a new superintendent ; the schools were graded ; the studies indicated, and the public schools designated as elementary, aca¬ demic, and normal. Greater proficiency was attained by the pupils as a result, and only the breaking out of yellow fever prevented marked advance. For the normal schools and universities opened during the ten years, see the proper headings. — (State reports.) AID FROM THE PEABODY FUND. During the ten years the trustees of this fund have aided the Louisiana schools to the amount of $64,230. While in the earlier years the amounts were distributed among the different towns and to the various districts of New Orleans, in the later years they were given to special schools and normal schools, or, where particularly needed, to certain towns, as formerly. In 1879-,80 there were $4,100 donated from the fund. Of this amount, $2,300 went to the Peabody Normal Seminary (white), $1,300 to the Peabody Normal (colored), $300 to Guion Academy (a graded free public school, to enable it to extend its session to 10 months), and $200 to the Louisiana Jour¬ nal of Education. — (Reports of the trustees for the different years.) KINDERGARTEN. The Kindergarten of Locquet-Leroy Institute, New Orleans, reports regularly. It was established in 1877 and admits pupils between 4 and 7 years of age. Any further information will be found in Table V of the appendix. 120 REPORT OF THE COMMISSIONER OF EDUCATION. CITY SCHOOL SYSTEM.1 NEW ORLEANS. Officers.— A board of 20 directors, of whom 8 were appointed by the former State board of education and 12 elected by tbe municipal administrators, and a superin¬ tendent of schools appointed by tbe board. Statistics. — Population, 216,140; youth of school age, 56,947; enrolled in public schools, 17,886; average daily attendance, 15,190; teachers, 407; expenditures, $250,444. Additional particulars. — Four hundred school rooms, in which pupils are seated for both study and recitation, are reported. Of these 280 were for the primary grade, 118 for the grammar, and 2 for the high school. The number of school days in the year was 208, and 182 were taught. The grounds, buildings, and sites for school property were valued at $567,000, the furniture at $65,000, and the apparatus at $3,000. TRAINING OF TEACHERS. NORMAL SCHOOLS AND DEPARTMENT As early as 1870 opportunity for the training of teachers was found in one normal school and in one normal department.2 In 1873 another normal department was opened, and in 1877 a school for colored students. The Peabody Normal Seminary for Louisiana , established in New Orleans in 1870, offers a course of professional training to graduates of the city academies or high schools and other institutions. There are junior and senior classes in the normal course, in which branches taught in the elementary schools are reviewed. Lectures are also given on the methods of teaching and disciplining children. A tuition fee of $2 a month is charged in the preparatory department, while the normal department is sup¬ ported by the Peabody fund. The Peabody Normal School for Colored Students, also at New Orleans, was first opened in 1877. It aims, in a 2 years’ normal course, to fit graduates and advanced scholars over 17 years of age for the profession of teaching. A letter from the late superin¬ tendent, Hon. R. M. Lusher, to the trustees of the Peabody fund in 1880, states that “these two normal schools have continued their mission of usefulness in providing well qualified and methodical teachers for the State public schools, and that the two model schools, in which their graduates and the senior students have been exercised in practical teaching and discipline, have also been of invaluable assistance to the chil¬ dren taught therein.” The normal department of Straight University, New Orleans, dating from 1870, reported 94 students in 1879-80. A normal class is formed in the last term in New Orleans University every year. teachers’ institutes. An act of March 16, 1870, made provision for the holding of teachers’ institutes. Four of these were held in the year 1871, the one in New Orleans continuing 3 days. They were said to be not only of benefit to the teachers but to increase the interest in educational matters in every place where they exist. It is not ascertainable whether such meetings were held every year according to the law, but in 1874 the teachers of the second division organized into local teachers’ institutes, and although only three or four regular meetings were spoken of they were fruitful in good results. The re¬ port of 1876 alludes to 5 of these institutes, 4 of which were permanently established. As the law of 1877 is silent upon this subject, it is thought that these meetings were allowed to die out. — (Laws and State reports.) EDUCATIONAL JOURNAL. The Louisiana Journal of Education made its appearance in April, 1879. It is pub¬ lished once a month at New Orleans, and is under the editorship of Hon. Robert M. Lusher, late State superintendent of public instruction. It bids fair to be of great assistance to the teachers of the State with its many valuable items of educational information and articles on right modes of teaching. 1 The town of Shreveport has 11,017 inhabitants, hut it has not yet reported to this Bureau. 2 A State Normal School was in existence from 1859 to 1862, and the New Orleans Normal School in 1868-’69. The Peabody Normal Seminary was the successor of this last. LOUISIANA. 121 SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. This grade of school existed in New Orleans from an early day. In 1874 a high school was established at Baton Rouge, and in 1875 such a school was also reported in the parish of Iberville. In 1879 there were 3 public high schools at New Orleans, the central for boys, the central for girls, and one for colored pupils. A 2 years’ course of study embraces mathematics, English literature, rhetoric, mental and moral phi¬ losophy, natural science, book-keeping, and French. In 1879-80 there were 9 teachers reported. The enrolment was 267 ; the average daily attendance, 239. — (State reports and returns. ) OTHER SECONDARY SCHOOLS. For statistics of business colleges, private academic schools, and schools for preparing students for college, see Tables IV, YI, VII, and IX of the appendix, and summaries of these in the report of the Commissioner preceding. SUPERIOR INSTRUCTION. COLLEGES FOR YOUNG MEN OR FOR BOTH SEXES. The Louisiana State University and Agricultural and Mechanical College , Baton Rouge, was chartered as such January 2, 1877, by the uniting of the Louisiana State Seminary and Military Academy with the Louisiana Agricultural and Mechanical College. The former was chartered in 1855 and went into operation January 2, 1860. The State University was founded on grants of the public lands made in 1806 and 1811 “for the use of a seminary of learning.” The Agricultural and Mechanical College was founded under the act of Congress of 1862 donating public lands to education. The former became so burdened with debt that, by a law of 1876, the latter was united with it. The funds of the institution are the Agricultural and Mechanical College fund, $182,313, at 5 per cent ; the seminary fund, $136,000, at 4 per cent. ; and an annual appropriation of $10,000 from the State, all yielding a yearly income of $24,556. Un¬ der the new organization of 1877-’78, there were to be schools of literature, of science, of the useful and fine arts, and of military science and art, of medicine, of law, and such other schools as the supervisors might establish. In December, 1880, four courses were reported, viz, classical and scientific of 5 years each (including 1 year of prepar¬ atory teaching) and agricultural and mechanical courses of 3 years each (also includ¬ ing a similar preparatory year). The degrees to be given are bachelor of arts, graduate in agriculture, and graduate in mechanics. There were 49 students at the close of 1880 in the college, and the faculty numbered 13. No female students are admitted and no tuition fees are charged. The institution is non-sectarian, and military disci¬ pline (according to act of 1862) is still adhered to. — (Letter of the president and his report to the board of supervisors. ) The other colleges reporting are Jefferson, St. Charles, Centenary, and College of the Immaculate Conception; the universities, Leland, New Orleans, Straight, and the University of Louisiana. All report preparatory and classical courses; 4 (St. Charles, Centenary, Leland, and New Orleans) had scientific departments when last heard from. New Orleans and Straight Universities had normal and theological courses; the former a medical, the latter a legal course. Jefferson College (St. Mary’s) and the College of the Immaculate Conception reported commercial departments. The University of Louisiana, New Orleans, a quasi State institution, but not to be confounded with the State University, was provided for in the constitution of 1845.1 Its medical department was then in operation; its law department was afterwards organized; and its academical department held its first session in 1878-’79. Anon- sectarian institution, it is divided into the following schools : Latin, Greek, English (language, history, and literature), mathematics, physics and mechanics, chemistry, French, German, and a commercial course. The degrees conferred by the academical department are those of b. a. and m. a. Article 231 of the new constitution makes it the duty of the general assembly to establish in New Orleans a university for the education of persons of color, to provide for its proper government, and to appropriate annually from five to ten thousand dol¬ lars for its maintenance and support. — (Catalogues and constitution of 1879.) INSTITUTIONS FOR THE SUPERIOR INSTRUCTION OF YOUNG WOMEN. Leland, New Orleans, and Straight Universities admit women. Statistics of schools especially for this sex are to be found in Table VIII of the appendix. 1 It is again recognizod as a State university in the constitution of 1879, and provision for its support is directed to be madr. 122 REPORT OF THE COMMISSIONER OF EDUCATION. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. The Agricultural and Mechanical College connected with the State University at Baton Rouge reports a 3 years’ agricultural and mechanical course, including 1 year preparatory. It also has a scientific course, which, with preparatory, amounts to 5 years. These are more fully described under Superior Instruction. Scientific courses appear in 4 others, St. Charles and Centenary Colleges and Leland and New Orleans Universities. PROFESSIONAL. Theological instruction is given in a 3 years’ course in Straight University, which, organized in 1870 under Congregational influences, reports 35 students for the year 1879-80. No examination for admission is required. A theological department con¬ nected with Leland University (Baptist) had 27 students in the autumn of 1880 ; in one in New Orleans University (Methodist Episcopal) they were not distinguished from the 200 other students for that year in the only account at hand. — (Return, cata¬ logues, and reports of missionary associations. ) For full statistics of reporting schools, see Table XI of the appendix. Legal training is given in the law department of Straight University, organized in 1870. Twenty-three law students and 9 graduates were reported in 1879-’80. The course is 2 years of 5 months each and there is no examination for admission. The law depart¬ ment of the University of Louisiana was organized in 1847. The degree of b. l. is conferred on students attending 2 full courses of lectures of 5 months each, or 1 full course after studying twelve months with a counsellor-at-law or in some institution having power to confer the degree of b. l., provided that on examination he is found worthy of the honor. — (Return and report.) For statistics, see Table XII of the appendix. The medical department of the University of Louisiana, at New Orleans, established in 1835, requires 3 years of study under a regular practitioner, with attendance on 2 full courses of lectures of 20 weeks each year. To graduate, the student must have attended dissections, written a thesis, and passed a satisfactory final examination. The institution is also authorized to grant diplomas in pharmacy. — (Circular of 1879-’80.) For statistics, see Table XIII of the appendix. SPECIAL INSTRUCTION. EDUCATION OF THE DEAF AND DUMB. The Louisiana Institution for the Deaf and Dumb, Baton Rouge, was opened in 1852. Training is given here in the literary branches usually taught in such schools. Type setting and presswork were taught in 1876, but lack of means prevented the intro¬ duction of other employments, and it is not known whether others have been attempted since then. In 1880 there were 43 pupils (23 males and 20 females) in the institution, and at date of December 1, 1880, some 35 pupils remaining. The number of instructors was 3. — (Former reports and American Annals of the Deaf and Dumb, January, 1881.) EDUCATION OF THE BLIND. The Louisiana Institution for the Education of the Blind, Baton Rouge, was founded in 1871, although it has only been effectively organized since 1877. Lack of a perma¬ nent home adapted to its special work is complained of. The studies, are reading, spelling, defining words, point writing, arithmetic, descriptive and physical geogra¬ phy, English grammar and literature, history, algebra, and the elements of astronomy. Only the younger pupils are received into the school ; adults are taught broom and mattress making. Music and piano tuning are also taught. Statistics are wanting for 1880. — (Reports.) EDUCATIONAL CONVENTIONS. teachers’ associations. By an act of March 16, 1870, the division superintendents were expected to u en¬ courage and assist at teachers’ associations, to be convened four times each year, if practicable, on the last Saturday of some month in each quarter, in each parish or in several parishes united, urging the attendance of the teachers of the same, for the purpose of mutual conference and instruction in their duties.” In the year 1871 the State superintendent of public instruction (Hon. Thomas W. Conway) reported that the first germ of a State teachers’ association, as auxiliary to teachers’ institutes, was found in the second division, where the teachers of two parishes had formed a society for mutual improvement. In the following year a report was made of the first State education al convention which had been held in Louisiana since the war. It com- LOUISIANA. 123 menced on the 23d of May, 1872, and continued three days. Many prominent school workers of the State were present as well as those engaged in other departments. In¬ teresting discussions took place and the meeting was considered very successful. No further mention is made of similar meetings, and, like teachers’ institutes, they seem to have been neglected of late years. — (Laws and reports.) CHIEF STATE SCHOOL OFFICER. Hon. Edwin H. Fay, State superintendent of public education , New Orleans. [Term, January, 1880, to January, 1884.] Otter superintendents in tho ten years have been Hon. Thomas W. Conway, 1868-1872 ; Hon. ¥m G. Brown, 1872-1876; then Hon. Bobert M. Lusher, 1876-1880. 124 REPORT OF THE COMMISSIONER OF EDUCATION. SUMMARY OF EDUCATIONAL STATIS 1870-71. 1871-72. # 1872-73. 1873-74. 1874-75. POPULATION AND ATTENDANCE. Youth of school age (4-21) _ 225, 508 226, 751 225, 179 225, 219 221, 477 In summer schools . 112,813 118, 222 116, 750 122, 458 117, 821 In winter schools . . . . 126, 147 126, 311 128, 134 132, 333 130, 343 Average attendance in summer. 87, 29m 92, 750 92, 526 98,744 95, 058 Average attendance in winter. 101, 177 102, 443 103, 548 108, 478 105, 626 Per cent, of average attendance 79 80 80 81 81 on registration. SCHOOL DISTRICTS AND SCHOOLS. 1 l 500 Towns and plantations in the 486 500 493 500 State. Number of these reporting . 425 460 476 488 486 School districts reported . 3,853 3,861 3, 967 4,043 3, 953 Parts of districts . Districts with graded schools.. Public school-houses ......... 350 420 310 462 347 361 368 3,917 3,863 4,083 4,199 4,180 Number in good condition . 2, 234 2, 279 2, 397 2, 591 2, 689 Number built within the year. . 119 121 122 122 104 Cost of those built . $117,364 $131, 799 , $153, 695 $150, 220 $110, 725 V aluation of all school property . 2,488,523 2, 644, 264 2,939,236 3, 079, 311 3, 019, 549 Average time of schools in days . 1 TEACHERS AND THEIR PAY. 107 106 112 117 117 Male teachers employed in sum¬ 119 145 140 161 171 mer. Male teachers employed in win¬ 1,801 1,870 1,904 1,928 1,984 ter. Female teachers employed in summer. 3, 790 3,959 4, 094 4,366 4,426 Female teachers employed in winter. 2, 180 2, 213 2, 327 2,367 2,475 Teachers graduates of normal 264 270 284 294 297 schools. Average pay of men a month, $32 44 $33 17 $34 28 $36 17 $36 96 excluding board. Average pay of women a month, 13 72 14 40 15 16 16 20 17 16 excluding board. Average cost of board a month. 2 30 2 32 2 31 2 32 2 38 INCOME AND EXPENDITURE. Whole receipts for public $851, 362 $868, 582 $1,179,712 $1,318, 580 $1, 313, 303 schools. Whole expenditure for them. . . 858, 662 849, 278 962, 565 1,268, 173 1, 313, 303 STATE SCHOOL FUND. Available permanent school fund. $309, 109 1 $317, 902 $319, 273 1 $369, 883 $400, 558 MAINE. 125 TICS OF MAINE — 1870-’71 TO 1879-’80. 1875- 76. 1876-,77. 1877-78. 1878-79. 1879-’80. Increase or de¬ crease since 1878-79. Increase or de- ! crease since 1870-71. 218, 490 217, 417 214,797 215,724 214, 656 D. 1, 068 D. 10, 852 126, 482 125, 455 127, 087 125, 640 123, 729 D. 1,911 I. 10, 916 129, 103 132, 865 132, 692 128, 880 128, 346 D. 534 I. 2, 199 99, 106 100, 982 102, 805 101, 443 101, 554 I. Ill I. 14, 264 105, 976 107, 653 108, 940 105, 302 104, 676 D. 626 I. 3,499 80 80 82 81 82 I. 1 I. 3 511 513 498 498' 497 D. 1 I. 11 496 505 487 495 493 D. 2 I. 68 3, 972 4,039 4,005 4,053 3, 930 D. 123 D. 77 350 354 344 354 353 D. 1 I. 3 4,261 4,222 4,215 4,263 4,309 I. 46 I. 392 2, 802 3, 014 2, 943 2, 971 2,859 D. 112 I. 625 86 86 82 70 67 D. 3 D. 52 $164, 399 $62, 766 $92, 746 $72, 176 $74, 801 I. $2, 625 D. $42, 563 3, 005, 290 3, 022, 722 3, 063, 418 2, 947, 655 2, 995, 131 I. 47, 476 I. 506, 608 118 117 118 121 120 D. 1 I. 13 209 228 274 333 311 D. 22 I. 192 2, 351 2,253 2, 280 2,325 2,325 I. 524 4,284 4,553 4,540 4,527 4,609 I. 82 I. 819 2, 351 2, 361 2, 389 2, 349 2, 421 I. 72 I. 241 290 314 334 385 415 I. 30 I. 151 $35 45 $32 76 $32 63 $29 55 $25 57 D. $3 98 D. $6 87 17 04 16 56 15 92 15 32 14 28 D. 1 04 I. 56 2 34 2 27 2 20 2 07 1 85 D. 22 D. 45 $1, 090, 445 $1, 067, 104 $1, 140, 914 $1,078, 883 $1, 047, 715 D. $31,168 I. $196,353 1,248, 762 1, 170, 668 1, 050, 709 1,084, 691 1, 047, 681 D. 37, 010 I. $189,019 $400, 558 $400, 500 $437, 987 $437, 987 $438, 287 I. $300 1 I. $129,178 126 REPORT OF THE COMMISSIONER OF EDUCATION. STATE SCHOOL SYSTEM. OFFICERS. For the State, the chief school officer since 1868 has been a superintendent of com¬ mon schools, appointed by the governor and council for a term of 3 years or during the pleasure of the executive. For each county there was from 1869 to 1872 a county supervisor of public schools, appointed by the governor and council, on the recommendation of the State superintendent, for a 3 years’ term. For each town there is either a superintending school committee of 3 members, chosen all together at the first annual town meeting and afterwards one chosen each year to replace an outgoing one, or a supervisor, whose election terminates the offices of all existing members of the committee. For each school district there is a school agent, chosen either by the town or by the district voters at the annual meeting, to look after the school-houses, provide them with fuel and other necessaries, take the census of school children, and engage teachers if this should not be done by the town committee. OTHER FEATURES OF THE SYSTEM. The State schools are sustained from the proceeds of a State school fund, of special local funds, of a State tax of 1 mill on $1 of all property and 5 mills on $1 of de¬ posits in savings banks, and of local taxes,1 which must not be less than 80 cents on each inhabitant. Thus sustained they are not only free to every child 4 to 21 years of age residing in the districts where they are taught, but children between 9 and 15 must be sent to them for at least 12 weeks in each year, unless excused for cause or instructed elsewhere. Still further to secure attendance, manufacturers are forbidden to employ children without a certificate under oath from the teacher of such children that they have attended school from 3 to 4 months of the preceding year. Persons proposing to teach in any public school must present a certificate of qualification from the school officer or officers by whom they have been examined, and then, before receiving pay for teaching, must deposit with the school committee, or its agent, a school register properly filled up and signed. Only the common English branches of study are required to be taught, but free high schools for higher branches are provided for, and any city or town is allowed to make annual provision for free instruction in industrial or mechanical drawing for persons over 15 years of age. CHANGES IN THE SYSTEM. In 1870 a law was passed authorizing towns to abolish the school districts and con¬ duct the schools on the township plan, but it does not seem to have been extensively acted on, the district system still largely prevailing. In the same year 5| days were made the legal school week and 4 such weeks the school month, a rule which still held in 1880. Towns, cities, and plantations were also empowered to raise money by tax¬ ation to purchase school books for their schools, either loaning them to the pupils for use or furnishing them at cost. In 1871 the provision above noticed for introducing drawing into town or city schools was made ; town committees were authorized to sign (and thus make valid for their schools) a certificate of qualification for teaching given by a normal school, a county supervisor, or the State superintendent ; towns, too, were allowed to decide by vote whether the town committee or district agents should employ the teachers. In 1872 the law of 1869 establishing county super¬ vision of schools was repealed, and the still existing tax rates of 1 mill on the dol¬ lar of all property and 5 mills on the dollar of all deposits in savings banks through¬ out the State, with 80 cents for each inhabitant of cities, towns, and plantations, were adopted for the support of schools. In 1873 there came a law for aiding free high schools established in the towns to the extent of one -half the amount ex¬ pended for instruction in them, not, however, to exceed $500 annually to any town — a law which, in the political convulsions of 1879, was suspended for a year and then reenacted, with a reduction of the State aid by one-half and with a prohibition of teaching ancient or foreign languages at State expense, except where the high school forms part of a graded school system. In 1875 the compulsory law requiring at least 3 months’ attendance from every unexcused child between 9 and 15 years of age was passed ; but teachers’ institutes were abolished, after an existence dating first from 1847 to 1860, and again from 1869 to 1875. Since 1875 no noteworthy changes have been made; however, acts were passed for the establishment 'of a training school for teachers in the Madawaska territory in 1878 and of a third State normal school at Gorham in 1879 ; the free high school act was temporarily suspended and then subse¬ quently changed, as above noted, and the law for securing to children the benefits of at least elementary instruction was improved. 1 These taxes are imperative ; failure to raise the 80 cents on each inhabitant is visited with a penalty of two to four times the amount of deficiency, and the State apportionment is withheld from the failing district. Other taxes, for graded schools, for free high schools, for libraries and apparatus, and for purchase and supply of free text books to pupils, are optional. The tax of 80 cents on each inhabi¬ tant is a reduction from $1 in 1872, made possible by the 1 mill State tax and tax on savings hanks imposed that year. MAINE. 127 GENERAL CONDITION. By comparison of 1879-80 with the preceding year there may he seen a decrease of 1,068 in the number of youth to be instructed and a still greater decrease in the pub¬ lic school enrolment; but the ratio of average attendance to registration rose 1 per cent. The school districts reported fell off by 123. School-houses, some being taken down and 67 new ones built, were 46 more in number, but 112 less were reported in good condition. The number of male teachers fell off, that of female teachers some¬ what increased, and the pay of teachers was considerably reduced. There was also a decrease of $31,168 in receipts for public schools and of $37,010 in expenditures. Everything tends to show that the gradual diminution in the population and resources of the State is telling on the general condition of the schools. RtCSUMlS FOR TEN YEARS. The first two years of the ten under review had the benefit of the county supervision established in 1869 and of the teachers’ institutes reestablished In that year ; both these, with the aid of an active superintendent, showed their effects in a steadily in¬ creasing enrolment in the schools, in a better and larger average attendance, in more judicious arrangement of school classes, in the building and renewing of very many school-houses, and, it is said, in a considerable improvement of the teaching in the schools. And when, in 1872, the supervisorship and institutes were both abolished in the interest of a false economy and of some ignorant opposition to new ways, the ben¬ efit resulting from an increase of current school funds (through the 1 mill tax on prop¬ erty and 5 mills on the dollar of all savings in the banks, permitting an increase of teachers’ pay) did much to counterbalance the evils that might otherwise have come from the destruction of the former agencies for good. But money, without close local supervision and means of training the great mass of teachers for good work, was in¬ sufficient to keep up the progress that was being made in the rural schools, though those in villages and cities continued to improve. The free high school act of 1873, however, when once its machinery was put into good working order, imparted a new stimulus to education in the lower schools by giving intelligent and studious youth a prospect of promotion at the end of the ordinary school course. And thus, not¬ withstanding the great check in 1879 and a decrease of 10,852 in youth entitled to free schooling, we find in the ten years an increase of about 11,000 in public school enrolment, of about 15,000 in average attendance, of 456 an the number of public school-houses, of 625 in the number of these in good condition, and of $506,608 in the estimated value of school property. KINDERGARTEN. In 1874, from the large number of young children entering the lowest primary classes in Lewiston, it was thought expedient to prepare these for full subsequent school work by Kindergarten training. Two classes were formed accordingly, and were found so useful that they have been since continued, one of them giving an opportunity for training young ladies of the city normal practice school in Kindergarten methods. There were 2 semi-Kindergarten in the school system of the same city in 1877, but they are not noticed in later reports. A Kindergarten was also reported in 1878 at Bidde- ford, but could not be found the next year. CITY SCHOOL SYSTEMS. OFFICERS. No uniform rule respecting these prevails in Maine. Augusta had in 1880 the super¬ visor who is allowed by the State law in place of a superintending school committee. Biddeford had the regular superintending committee of 3 persons, one being subject to change each year; Bangor, one of 5, with a school agent; Lewiston, one of 14, with a superintendent; Portland, one of 7, representing the 7 city wards, with the mayor as chairman ex officio, and a superintendent ; other cities, in their latest re¬ ports, show still other variations. statistics, a Cities. Population, census of 1880. Children of school age. Enrolment in public schools. Average daily at¬ tendance. Number of teachers. Expendi¬ ture. Auburn . 9, 556 3, 078 2, 500 1, 376 40 $17, 165 Augusta . 8, 666 2, 233 1,195 993 39 19, 057 Bangor . 16, 857 5, 479 3, 120 2, 426 71 28, 522 Bath . 7, 875 3, 100 1,956 836 37 17, 941 Biddeford . 12, 652 3,911 1, 802 1, 129 33 17,547 Lewiston . 19, 083 5, 974 3, 149 2, 043 71 32, 414 Portland . 33, 810 10, 660 6, 708 4, 347 78 94, 144 Rockland . 7, 599 2, 164 1,419 1, 143 31 6 11, 147 a The figures, except for population, are for 1879-’80, and as far as may be from returns and the tables of the State report. 128 REPORT OF THE COMMISSIONER OF EDUCATION. ADDITIONAL PARTICULARS. Auburn reports 35 public school buildings, with 58 rooms and 3,400 sittings for study, all valued, with sites, furniture, and apparatus, at $143,000. The schools are classified as primary, grammar, and high. One new school-house was built during the year at a cost of $1,959. — (State report and return.) Augusta, though the State capital, had what the supervisor called in 1880 “a vicious system” of city and country district schools, the former graded asprimary, grammar, and high; the" district schools having very slender connection with the others and little pride in themselves, though the districts number 27, each with its school agent. Yet his report of these last shows that good work has been done in several of the schools and excellent work in some. — (City report.) Bangor , besides the 3,120 in its public schools, reports 3,210 in private and parochial schools. Those of the city occupied 35 buildings, generally in good condition, and with 61 rooms for both study and recitation ; valuation of them in a return, $70,000 ; in State report, $150,000. The classification is primary, intermediate, grammar, and high, with ungraded suburban schools. The teaching is said to have been generally very good, the high school supplying many of the teachers and doing its work so well that 9 of its graduates entering Yale, Harvard, Bowdoin, and Colby were admitted without conditions. — (Return and city school report.) Bath reported to the State superintendent 16 school buildings, all in good condition, and rated, with grounds, furniture, and apparatus, at $50,000. — (State report.) Biddeford had 21 school buildings, including 20 rooms for primary classes, 5 for inter¬ mediate, 5 for grammar, and 3 for high, all affording 1,700 seats, besides those of an additional high school room for recitation only. Estimated enrolment in private and parochial schools, 200. — (Return.) Lewiston, under the superintendency of a former State school agent of Massachusetts, reported 1 high school, with 5 teachers; 1 grammar school, with 10; 9 intermediate, each with 1 teacher; 25 primary, with 29; an ungraded school, with 1 male teacher; 15 rural schools, with as many female teachers; a singing master and a normal prac¬ tice teacher; in all, 52 schools, with 4 male and 67 female teachers. The school-houses numbered 28, valued at $180,000. A diminished attendance of 271, notwithstanding an increase of 144 in the number entitled to free schooling, is accounted for partly by the greater demand for juvenile labor and partly by a growing disposition on the part of the numerous French Canadians to have their children taught in a French school under a priest of their own faith. The instruction in the city schools is said to have been generally excellent, most of the new teachers for ten years past consist¬ ing of graduates of the city high school, who have spent a year after their graduation in a practice school under the instruction and supervision of a highly qualified lady. This practice school includes the elements of Kindergarten training, 2 Kindergarten classes having been maintained by the city since 1874. Free evening classes were opened November 24, 1879, and continued till April 1, meeting a need that has existed for several years. The enrolment was 242; the average attendance, 130. — (City re¬ port, 1879-’80.) Portland, grading its schools as primary, grammar, and high, housed them in 15 buildings (one of them built within the year), containing 101 rooms for study and recitation under 1 teacher, 13 under 2 teachers, and 15 for recitation only, all affording 5,981 seats for study and valued, with sites, &c., at $350,000. Music, drawing, and penmanship were taught by specialists, and the city school for deaf pupils had also 3 special teachers, who used the articulation method. A city practice school for the training of teachers is maintained. — (Report of 1879 and return for 1880.) BocMand appears to have had the instruction of its children entirely -under its own control, reporting no enrolment in either private or parochial schools. For its public schools it had 11 buildings, with about 1,700 sittings. Only 4 of these buildings, how¬ ever, were said to be in good condition. The schools were classed as primary, gram¬ mar, and high, and were under a school committee with no superintendent. — (State report and return. ) TRAINING OF TEACHERS. STATE NORMAL AND TRAINING SCHOOLS. Strictly speaking, there are only 3 institutions known as State normal schools, two of them in the western part of the State, at Farmington and Gorham, first opened in 1864 and 1879, and one in the eastern part, opened at Castine in 1867. But besides these, normal departments at the Maine Central Institute, Pittsfield, and at Oak Grove Seminary, Vassalboro’, have been aided by the State since 1871 ; and in 1878 a training school for teachers was opened under State authority among the Acadian French of the Madawaska territory in the remote northeast. All these are subject to the gen¬ eral direction of a State board of normal school trustees, composed of 5 members appointed by the governor and council for terms of 3 years, with the governor and State superintendent of common schools as ex officio members.1 1 In each case the town in which a normal school is situated furnishes the necessary grounds and build¬ ings without expense to the State. MAINE. 129 The State schools at Farmington and Castine have had courses of two years each; that at Gorham began with a one year’s course and maintained it in 1880. The auxili¬ ary normal departments at Pittsfield and Vassalboro’ have three years’ courses. The Madawaska school grants diplomas after one year of study and the passing of a satis¬ factory examination. In the first 5 the attendance of normal students for 1879-’80 was 644 ; the number graduated. 147. The Madawaska school had an attendance of 96 pupils1 in its two sessions at Fort Kent and two at Van Buren, but apparently no graduates, though its work is said to have greatly improved the schools of the region in which it operates. — (State reports for 1876, 1879, aud 1880.) OTHER NORMAL TRAINING. Portland and Lewiston have, as before mentioned, practice schools for training gradu ates of their high schools who desire to teach. The course in each appears to require a year. At Lewiston 8 were under training in 1879-80; at Portland 13 in 1878-’79. teachers’ institutes. Teachers’ institutes, abandoned in 1875 from lack of attendance and interest on the part of those for whose improvement they were designed, had not been reestablished up to 1880. EDUCATIONAL JOURNAL. The Maine Journal of Education — successor from 1867 to 1875 of such preceding papers as the Scholars’ Leaf, the Common School Advocate, the Maine Teacher, and the Maine Normal — was in the latter of those years absorbed, with other educational papers of the New England States, in the New-England Journal of Education, in which the State has still a department, usually cared for by the State superintendent. SECONDARY INSTRUCTION. FREE HIGH SCHOOLS. The act of 1873, which proffered State aid not to exceed $500 annually to each town that should have established and maintained a free high school for at least 10 weeks in any year, developed in the first year after its passage 150 such schools in 134 towns and districts, with a total enrolment of 10,286 pupils. The number of both schools and pupils was subsequently increased and a great impulse given to secondary train¬ ing. The suspension of the act from February 27, 1879, to February 28, 1880, cut off for that year the State aid which had been offered and broke up very many of the schools. When its operation was renewed the State aid was reduced from $500, the former maximum, to $250 annually. Hence only 86 towns sustained such schools during the remainder of that school year, the teachers in them numbering 385, the pupils registered 6,215, the average attendance 5,192. The State expenditure for these schools was only $13,813; that of the towns and districts aided, $54,459. OTHER SECONDARY SCHOOLS. For statistics of business colleges, private academic schools, and schools especially devoted to preparing students for college, see Tables IV, VI, and VII of the appen¬ dix. For summaries of the statistics of each class of schools, see corresponding tables in the report of the Commissioner preceding. SUPERIOR INSTRUCTION. COLLEGES FOR YOUNG MEN OR FOR BOTH SEXES. Excluding the State Agricultural College, to be found under Scientific Instruc¬ tion, further on, there are only 3 institutions of this class in the State: (1) Bowdoin College , Brunswick, chartered under that title in 1794, in honor of Governor James Bowdoin, of Massachusetts; (2) Colby University , Waterville, chartered as the Maine Literary and Theological Institution in 1813 and as Waterville College in 1820; (3) Bates College , Lewiston, chartered as the Maine State Seminary in 1855 and under its present title in 1864, in honor of Hon. Benjamin E. Bates, of Boston, a liberal bene¬ factor. The first is under Congregational influences; the second under regular Bap¬ tist ; the third, Free Baptist. The latter 2 admit both sexes to collegiate privileges, Bates having done so from the beginning, leading the New England colleges in this respect, while Colby has done it since 1871. All have had high standards throughout the past ten years. Bowdoin began with a division of its course into classical., and scientific and closed with a readjustment which made the regular course again a single one, giving large place to scientific studies and after the second year allowing a liberal range of electives, with much attention to modern languages. A 4 years’ course in engineering will hereafter be rewarded with the degree of b. s. ; the regular 1 These are the figures in the State report, p. 68. A return says 32 normal pupils, 20 others. 9 E 130 REPOET OF THE COMMISSIONER OF EDUCATION. course, except for those who entered as scientific students, with that of b. a. Arrange¬ ments for post graduate instruction have existed for some years. A new plan of ad¬ mitting students, resemblkig somewhat that of Michigan University but with more guards upon it, was also adopted. Considerable additions to its funds were made by generous benefactors in 1880. Bates and Colby have maintained throughout the ten years ouly one course, that leading to the B. a. degree, Colby allowing also students who desire it to take specially selected partial courses. At Bowdoin in 1870-71 the collegiate faculty numbered 9; at Colby, 7 ; at Bates, 8; in 1879-’80, at the first, 13; at the second, 8; at the third, 7. Collegiate students in 1870-71 numbered 128 at Bowdoin, 52 at Colby, and 78 at Bates; in 1879-80, 149 at Bowdoin, 157 at Colby, and 141 at Bates. — (Reports and returns.) INSTITUTIONS FOR THE SUPERIOR INSTRUCTION OF YOUNG WOMEN. For statistics' of any such schools reporting for 1879-’80, see Table VIII of the ap¬ pendix; for a summary of their statistics, the report of the Commissioner preceding. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. The Maine State College of Agriculture and the Mechanic Arts, Orono, chartered in 1863 and partially organized in 1868, has been the special agency for this form of instruction in the State. In 1870 it presented but one course, though this had. the elements of several. In 1871 came 4 courses: agriculture, civil engineering, mechanical engineering, and one composed of several elective studies. In 1874 a course in chemistry was added, and in 1876 one in science and literature, the former elective course spreading out meantime into several allowed courses of that class, which are still continued, but which lead to no degrees. The regular courses, num¬ bering 5 in 1880, are of 4 years ; the special may be shorter. The college seems to have been open to young women from the first, though very few feminine names ap¬ pear upon its lists. Faculty of instruction, 11 in 1870-71 and 8 in 1879-80; students .in the former year, 31 ; in the latter, 102, including 4 special and 2 graduate students. — (Reports from 1870-71 to 1879-’80.) Bowdoin College, which in 1870-71 instituted a separate scientific course, dropped this in 1880, embracing, however, in its reconstructed regular course a fair amount of scientific study, with considerable freedom of choice. — (Report of 1880-’81.) PROFESSIONAL. Theological instruction in 3 years5 courses was given in 1879-’80, as previously, at the Bangor Theological Seminary, Bangor (Trinitarian Congregational), under 5 instruc¬ tors, and at the theological school of Bates College, Lewiston (Free Baptist), under the same number. Both aim to have college bred students and require a preliminary exam¬ ination when others present themselves. At Bates there is an English course, as well as one that embraces Hebrew and New Testament Greek. Students in 1879-580 at Bangor, 28; at the Bates school, 18. — (Reports and return.) No law school appears in 1879-?80. Medical training after the “regular ” form is given in the Medical School of Maine, at Brunswick, a department of Bowdoin College there, and at the Portland School for Medical Instruction, Portland. The former requires a good English education, 3 years of study under a regular practitioner, and attendance on 2 courses of lectures of at least 16 weeks each, with a thesis and satisfactory final examination, which last, how¬ ever, may be partially anticipated by an examination in certain specified studies at the close of the first lecture course. The Portland school does not confer degrees, but aims to furnish a much higher grade of preliminary instruction in medical science than can, in any ordinary circumstances, be obtained under a private instructor. It, like the other, requires for entrance a good English education, and also some knowledge of Latin and natural science. The faculty of instruction in the Brunswick school appears to have consisted of 9 professors in 1880, under whom were 98 students for the session of 1879-’80. At the Portland school the faculty numbered 11; the students, 16. — (Reports and return.) SPECIAL INSTRUCTION. EDUCATION OF DEAF-MUTES, BLIND, AND FEEBLE-MINDED. The Portland School for the Deaf continued in 1879-580 the only institution in the State for the training of any of these classes, the blind and feeble-minded being pro¬ vided for in other States, in this school, which was established in 1876 and forms a part of the city system, instruction was given in the articulation method in 1879-58C by 3 special teachers (all females) to 20 pupils, some of them from other parts of the State. The work done and the beneficial effects of it on the pupils are spoken of b> the city school authorities in terms of high praise. — (Return for 1879-80 and report for 1879.) MAINE. 131 EDUCATION OF ORPHANS. In Bangor, Lewiston, and Portland, at least, perhaps in other cities of the State, are orphan asylums or homes in which children are trained in the elemonts of an English education, as well as in such household industries as may prepare them for future self support. There were reported in 1879-’80 in such homes or asylums 387 children, under 13 instructors. REFORMATORY AND INDUSTRIAL TRAINING. The Maine State Reform School, Cape Elizabeth, receives boys from 8 to 16 commit¬ ted to it for minor crimes and endeavors to train them in the principles of morality, in the branches of a fair common school education, and in such work as farming, gardening, baking, pane seating of chairs, &c., with a view to making them pro¬ ductive industrialists. It received 44 inmates in 1879- 80 and discharged 46, leaving 120 on its roll. The whole number since its first establishment in 1860 was 1,653. — (Past reports and return for 1880.) The Maine Industrial School for Girls, Hallowell, which reported 34 upon its roll at the close of 1879 and 35 at the close of 1880, averaged during the year 34 under train¬ ing in school studies and household industries. Its aims are essentially the same with those of the reform school above noticed, only most of its inmates are girls in danger of falling into vice and crime rather than real criminals. EDUCATIONAL CONVENTIONS. STATE ASSOCIATIONS. The State Teachers’ Association, which has existed since 1859, has been for some years endeavoring to organize itself on a more strictly professional basis. In April, 1880, a call was issued for a meeting to be held May 6 and 7, at Water ville, with a view to effecting this more fully. A plan for such an organization was presented with the call for the meeting, this plan being that the Educational Association and the Teachers’ Association should merge themselves in a newly organized one to embrace two classes only. The first of these was to consist of (11 college graduates or instructors; (2) principals of normal schools ; (3) principals of secondary schools ; (4) principals of high schools in towns having a complete system of graded schools ; (5) persons recom¬ mended for admission by an advisory committee of 7 members appointed by the association, a sine qua non in the case of such persons, as of the others, being ten years’ experience in teaching. The second class was to include (1) teachers lacking only the requisite experience for eligibility to the first class ; (2) graduates of normal schools ; (3) graduates of high schools and other secondary schools which certify, by a diploma, the completion of a course of at least 3 years, a year’s successful experi¬ ence in teaching to come after graduation in this case; (4) non-graduates with 3 years’ successful experience in teaching in schools not lower than the grammar grade ; (5) any other teachers of 3 years’ successful experience in teaching who should be recommended by the committee. It was further stated that all members of the association and those proposing to become such would be expected to read professional works treating of the history, the principles, and the methods of education, and of the school system and school laws of Maine, and that, in considering applications for membership, this condition would be especially emphasized. Singularly enough, no account of this meeting or of its results has since appeared in any journal coming to the Bureau; but as the State report for 1880 says that in May of the year 1880 a new State association was organized under the name of the Maine Pedagogical Society, it is taken for granted that this was the outcome of the deliberations at Waterville. It is supposed that the State Teachers’ Association was merged in this, according to the proposed plan, the features of which are embodied in the constitution of the new society ; although the same page of the State report tells of two interesting and fully attended meetings of the Pedagogical Society “in connection with the older State Educational Association.” The new society proposes to devote itself to the consideration and discussion of all questions relating to the organization and government of schools, methods of instruc¬ tion, professional standards, and the principles which should control the policy and legislation of the State in respect to education. CHIEF STATE SCHOOL OFFICER. Hon. N. A. Luce, State superintendent of common schools , Augusta. [Term, February 6, 1880, to apparently the same date, 1883.] Preceding superintendents in the ten years have been Hon. Warren Johnson, first appointed in 1868, and twice successively reappointed for terms of 3 years each, resigning towards the latter part of his third term, in 1876; Hon. William J. Corthell, October, 1876, to December 31, 1878; Hon. N. A. Luce, December 31, 1878, to April 16, 1879; Hon. E. It. Morris, April 16, 1879, to February 6, 1880. 132 REPORT OF THE COMMISSIONER OF EDUCATION. SUMMARY OF EDUCATIONAL STATIS 1870-71. 1871-72. 1872-73. 1873-74. 1874-75. POPULATION AND ATTENDANCE. Youth of school age (5-20) a ... Enrolled in public schools _ Average daily attendance _ Colored pupils enrolled _ 276, 120 115,683 56, 435 276, 120 114, 974 55, 168 SCHOOLS AND SCHOOL-HOUSES. Schools in operation . Average duration in days _ _ Schools for colored children . . . 1,509 183 1,520 184 TEACHERS AND THEIR PAY. Men teaching in public schools. Women teaching in public schools. Total number of teachers _ _ Teachers in colored schools Average monthly pay of teach¬ ers. RECEIPTS AND EXPENDITURE. Total receipts for public schools. Total expenditure for public schools. SCHOOL FUND. Permanent school fund . 1,020 1,249 2,269 2,333 276, 120 130, 324 59, 001 14, 171 1,742 183 225 1,079 1,476 2, 555 276, 120 135, 874 65, 168 18,464 1,802 260 2, 689 331 $45 83 '$1, 231, 622 1,214,7 $39 86 276, 120 142, 992 69, 259 22, 469 1,846 187 322 1,129 1,594 2, 723 392 $41 73 29$ $315, 370 $1,398, 608$ 1,354,0 66 $315, 370 il, 338, 908j$l, 376, 046 1, 641, 047 $350, 370 $350, 370 a Census of 1870. MARYLAND. 133 TICS OF MARYLAND — 1 S70-’ 7 1 TO 1879-’S0. 1875-76. 1876-77. 1877-78. 1878-79. 1879-’80. Increase or de- crease since 1878-79. _____ Increase or de¬ crease since 1870-71. 276, 120 276, 120 276, 120 276, 120 276, 120 146^ 198 150' 276 156, 274 165, 486 162, 431 D. 3, 055 I. 46, 748 73, 069 75, 726 81,829 84,245 85, 778 I. 1,533 I. 29, 343 23, 083 625, 644 26, 216 27, 457 28, 221 I. 764 1,872 1,956 1,989 2, 009 2, 044 I. 35 I. 535 182 184 182 189 320 344 372 391 399 I. 8 1, 295 1,280 1,330 I. 50 I. 310 1,776 1,811 1,795 D. 16 I. 546 2,850 2, 906 3, 071 3, 091 3, 125 I. 34 I. 856 407 441 472 491 508 I. 17 $41 65 $41 95 $40 43 $43 49 $41 06 D. $2 43 D. $4 77 $1, 633, 490 $1, 637, 583 $1, 540, 861 $1, 611, 769 $1, 483, 862 D. $127, 907 I. $252,240 1, 623, 349 1, 637, 583 1, 593, 260 1, 551, 558 1, 544, 366 D. 7, 192 I. 329,637 $906, 229 $906, 229 $906, 229 $906,229 $906, 229 . I. $590,859 b The Baltimore statistics are for 14 months. 134 REPORT OF THE COMMISSIONER OF EDUCATION. STATE SCHOOL SYSTEM. OFFICERS. A State board of education has general care and supervision of public education. The principal of the State Normal School is a member and the executive officer of the board and ex officio State superintendent of public instruction. County educational affairs are under the control of boards of county school com¬ missioners, numbering 3 members in counties having less than 100 schools, appointed for 3 years by judges of the circuit courts. District school affairs are under the man¬ agement of boards of district school trustees of 3 persons, appointed annually by the county school commissioners. The county board elects a person not a member to serve as its secretary, treasurer, and examiner. OTHER FEATURES OF THE SYSTEM. The funds for public schools are derived from the income of a public school fund, from a State school tax of 10 cents on the $100, and, when these are not sufficient, from county taxes not to exceed 10 cents on $100 of property, unless the county commis¬ sioners approve a higher rate. The system embraces primary, grammar, and high schools, a State normal school, and teachers’ institutes. District libraries are encour¬ aged by an appropriation of $10 a year to each district that is willing to raise an equal amount for the purpose; and district, county, and State teachers’ associations are recommended by the school law as important means of elevating the standard of pub¬ lic education. One or more schools, free to white youth 6 to 21, must be taught in each district, for 10 months in each year if possible ; and if in any county the term be less than 7 months that county forfeits its share of the public funds. Free public schools for colored children 6 to 20 years old must be established in each election district and kept open as long as the other public schools of the county, provided the average attendance at each be not less than 15 pupils. They are under the supervision of special boards of school trustees appointed by the boards of county school commissioners, are subject to the same laws as schools for white children, and furnish instruction in the same branches. All the school taxes paid by colored people go to support their schools, as well as an appropriation of $100,000 from the proceeds of the State school tax. Teachers are required to make quarterly reports of school statistics to county school commissioners, the penalty for failure being forfeiture of pay, and county commissioners must make annual report to the State board of education. A teacher cannot be legally employed in a public school unless he has a certificate of qualification from the county examiner, the principal of the State Normal School, or the State board of education, or a diploma as graduate of the State Normal School. — (State school laws, 1874.) RESUMES OF THE SCHOOL SYSTEM FOR TEN YEARS. Since 1870 no essential change has been made in the school law; slight additions and amendments were introduced in 1872 and 1874 which made the machinery work more smoothly, but the organic law was substantially unaltered during the decade. The income of the white schools, however, was seriously affected in 1878 by a provision of lawmaking the $100,000 appropriated for colored schools payable out of the tax (10 cents on $100) which was imposed in 1878 for the benefit of white schools exclu¬ sively. With this exception the public school system has had 10 years’ trial under very favorable circumstances — encouragement from the legislature, sympathy from the people, and careful supervision by the various boards of direction. Comparing the statistics of 1879-80 with those of 1870-’71, we find an increase in enrolment and average attendance, in the number of schools and teachers, in the amount of money l-eceived and expended for public schools, and in the amount of school fund, the only item showing decrease being that of teachers’ pay. A similar comparison of the county school statistics, excluding Baltimore, shows that while the population has increased about 17-J per cent, since 1870, the number of children en¬ rolled in public schools was 47| per cent, greater, the expenditure for public schools only 21 per cent, greater, and the cost per capita on enrolment 18 per cent. less. — (State report, 1880.) GENERAL CONDITION. The statistics of 1879- 80 show a decrease in the number of pupils enrolled in public schools, an increase in the average daily attendance, in the number of schools taught, and in that of teachers ; with a decrease in the pay of teachers and in the receipts and expenditure for public schools. No comparison can be made as to the number of youth of school age, for the reason that a census of school population is taken only once in 10 years and that for 1880 has not been reported. Great improvement in the schools is not expected until public sentiment shall justify a larger expenditure of MARYLAND. 135 money for them ; while at the same time it is believed that much good would result from a more rigorous execution of the school law in certain particulars, among others in respect to the supervision and grading of the schools and the holding of teachers’ institutes. KINDERGARTEN. The first Kindergarten in this State appears to have been established in 1872 by Mrs. Wilhelmine O’Donnell, at Mount Vernon Place, Baltimore; the second, by Mrs. E. Otis Williams, 190 North Eutaw street, in the same city. The latter still continued in 1879 at 206 North Howard street, and there are 2 others. For any reporting statis¬ tics of 1879-’80, see Table Y of the appendix. CITY SCHOOL SYSTEM OF BALTIMORE. OFFICERS. The Baltimore public schools were still in 1880 under the control of a board of com¬ missioners of 20 members elected by the city council for 4 years, one-fourth going out each year, the board electing a president, secretary, superintendent, and assistant superintendent. STATISTICS.1 The population, according to the census of 1880, is 332,190; youth of school age, 86,961; number enrolled, 48,066; average attendance, 29,961; number of teachers, 822; expenditure, $617,153. ADDITIONAL PARTICULARS. Baltimore reports 125 schools under the supervision of the board, viz : Baltimore City College, 2 high schools for girls, 38 grammar, 59 primary, 5 English-German, and 14 colored day schools, 1 white and 4 colored evening schools, and 1 normal school. Of the total number attending (36,337), 236 were non-residents, 12,496 were pay pupils, and 23,841 free; 4,920 were colored and 31,417 white. Of the teachers employed, 104 were men and 718 women; 634 were educated at high schools or academies, 88 at normal schools, and 38 at colleges or universities. Substantial progress was made in the work of the schools during 1879-80, though there was not the usual annual increase in the number of pupils, and the attendance was not so satisfactory as during the previous year. Special attention was given to the primary and grammar grades, only about 4 per cent, of the pupils ever passing beyond the latter. The grammar schools made considerable progress during the year ; the primary improved in attendance, methods of instruction, character of the work ac¬ complished, discipline, the inculcation of habits of study, punctuality, neatness, and morality. Music, drawing, and German form a part of the course of study. Music and drawing are taught by regular and special teachers; music in the primary and grammar and high schools for girls, and drawing in all the schools. The colored schools give the same grade of instruction as those for whites; the houses for them are as comfortable, and there is no discrimination against them. The 5 evening schools taught during the early part of the year were not reopened in October, partly from a lack of funds and also because it was thought the results had not been commensu¬ rate with the cost. Baltimore City College (the high school for boys) had 560 pupils, with 13 teachers. The graduating class increases every year, showing that the addi¬ tion of a year to the course has not made it less popular. Pupils are prepared here for admission to Johns Hopkins University. The two girls’ high schools had 846 pupils under 22 teachers. The Saturday normal class was suspended in order to give time and opportunity to reconstruct it on a new basis. — (Report, 1879-80.) TRAINING OF TEACHERS. STATE NORMAL SCHOOL. The Maryland State Normal School, Baltimore, organized in 1866, had its 200 free seats filled during 1879-’80, the total enrolment being 251, of whom 222 were men and 29 women, besides 25 teachers who attended a special summer class. Every county in the State was represented, some by more, others by fewer than the legal quota, which is fixed by the representation of each county in the State legislature. Students must file a declaration that their object in entering is to qualify themselves to teach in the public schools of the State; and if they fail to engage in teaching, as pledged, they forfeit $30 for each session they have attended. This normal has sent nearly 600 1 Except in Baltimore, the school statistics of Maryland cities are not reported apart from those of the counties. 136 REPORT OF THE COMMISSIONER OF EDUCATION. teachers into tlie public schools, and two-thirds of them are still in the service. The graduates in 1879-’80 numbered 45, of whom all but 5 engaged in teaching. Besides the annual appropriation of $15,000 the school received in 1879-’80 $1,000 for the repair of its building. — (State report and return.) OTHER NORMAL SCHOOLS. The Baltimore Colored Normal School, organized in 1864 and in 1879 having 50 normal students, sends no report for 1880. A normal Kindergarten training school was opened in September, 1879, by Anna W. Barnard, and had 4 students during the year, all of whom were graduated, the course of study covering only one year. — (Return.) teachers’ institutes. According to the school law a normal institute for teachers must be held in each county every year and continue in session 5 days. The report of the board of educa¬ tion gives no information regarding the institute work in 1879-’80 beyond mentioning that in Baltimore County the interest in institutes, associations, and normal classes was reviving, and that many who never before gave them a thought were beginning to realize their importance as valuable helps in the everyday work of the school room. No institute was held in Kent County, but there were 5 well attended meetings of the teachers’ county association. — (State report.) EDUCATIONAL JOURNAL. The Maryland School Journal, established September, 1874, and edited by the State superintendent, appears to have ceased with the end of the sixth volume, June, 1880. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. It is the duty of county school commissioners to establish high schools when buildings for the purpose are presented by districts, “if in their judgment there be any neces¬ sity therefor.” The number in operation does not appear, but the report of the board of education gives that of public school pupils in the various counties who are pur¬ suing studies above those of the common school grades as follows : In book-keeping, 961; algebra, 2,877; philosophy, 2,054; geometry, 1,353; physiology, 2,207; Latin, 701; Greek, 17; French, 61; German, 608; botany, 25. Besides these, there were in Baltimore attending the 2 high schools for girls and the city college a total of 1,406 pupils, of whom 112 were graduated in the regular courses and 17 in the one year’s course of the college. In the girls’ high schools the number of studies was reduced with advantage, the committee and the superintendent believing that the pressure was too great for the health of the pupils. The same trouble exists in the city college, and similar action will probably be taken with reference to the course there. OTHER SECONDARY SCHOOLS. Of 18 academies receiving donations from public funds, 13 report to the State board of education an attendance of 628 pupils under 27 teachers. Thirty of the pupils studied Greek; 133, Latin; 27, French; 16, German; 95, algebra; 64, geometry; 22, trigonom¬ etry; 67, natural philosophy; 18, chemistry; 63, physiology ; 17, botany; 41, rhetoric; and 36, English literature. For statistics of these and other academic schools reporting, also of business colleges and preparatory departments of colleges, see Tables IV, YI, VII, and IX of the appen¬ dix, and summaries in the report of the Commissioner preceding. SUPERIOR INSTRUCTION. COLLEGES FOR YOUNG MEN OR FOR BOTH SEXES. Four of the 8 colleges and universities reporting for 1879-’80, viz, St. John’s College, Annapolis; Washington College, Chestertown; Frederick College, Frederick; and Western Maryland College, Westminster, receive annual donations from the State, which amounted in 1879-’80 to a total of $33,800. In return for this assistance the col¬ leges issue an aggregate of 143 free scholarships (including tuition, board, and other expenses) to students who are selected by the county boards of commissioners after a competitive examination. Holders of these scholarships must pledge themselves to teach school in the State for 2 years after graduation. All the colleges above men- MARYLAND. 137 tioned are non-sectarian, except Western Maryland College, which is under the influ¬ ence of the Methodist Protestant Church. This is also the only one of the 4 which admits young women as well as men. Of the remaining 4 institutions, viz, Johns Plop- kins University and Loyola College, Baltimore, and Rock Hill and St. Charles Colleges, at Ellicott City, all are under the management of the Roman Catholic Church except the first, which is non-sectarian. That university, being devoted principally to the needs of graduate students and specialists of high acquirements, is the only one of the 8 that makes no provision for preparatory instruction, a number of them beginning as low as grammar grades. All have classical courses, one adds a scientific course, and 2 have commercial courses ; nearly all give instruction in French and German, 2 adding music, and 1 also drawing and painting. Johns Hopkins University, organized in 1876 (the only one.of the collegiate institu¬ tions referred to which was opened during the last decade), completed in October, 1880, its fourth year of instruction, having had during that time a total of 475 students, of whom 254 were graduates of other colleges and 221 were undergraduates. The number attending in 1879-’80 (159) comprised 80 undergraduates and 79 graduates (including fellows), all taught by 33 professors and assistants. Students are divided into 2 classes, collegiate and university. For the former there is a rigid matriculation examination, after which a liberal choice is allowed among the studies usually pursued at college, and when one of the linguistic, scientific, or philosophical courses has been prosecuted for at least three years, a student is entitled to be examined for the degree of a. b. University students are those who have already received a collegiate training here or elsewhere and desire to prosecute advanced courses of literary and scientific work. While encouraged by personal counsel and the use of libraries and laboratories, &c. , 20 fellowships, valued at $500 each, are annually awarded to this class of students. In addition to the usual classes there have been in successive years Saturday classes for teachers in physiology and natural history, in Anglo-Saxon and English, in mathe¬ matics, and in Latin. Special demonstrations and lectures for medical students con¬ nected with other institutions have been given, also public lectures, which were attended by ladies and gentlemen interested in the subjects announced. It has been the aim of the authorities to advance human knowledge by careful investigations and research, and at the same time to diffuse among the people the latest and most useful results of university work. INSTITUTIONS FOR THE SUPERIOR INSTRUCTION OF WOMEN. For information respecting the schools devoted to the higher education of women, see Table VIII of the appendix, and a summary of it in the report of the Commissioner preceding. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. Scientific instruction is given in this State chiefly in the Maryland Agricultural and Mechanical College, near College Station, Johns Hopkins University, Baltimore, and the United States Naval Academy, Annapolis. The Agricultural and Mechanical College is reported in a satisfactory condition, with a full faculty and about the same number of students as in 1878-,79. Its curriculum is divided into 7 departments, viz: (1) civil engineering and astronomy; (2) English literature, mental science, and history ; (3) pure mathematics ; (4) physics and applied mathematics; (5) agriculture, architecture, and drawing; (6) chemistry and natural history ; (7) ancient and modern languages. Military instruction also forms a part of the course. The degrees conferred are a. b., b. s., and a. m., and graduate in agri¬ culture. The college farm contains 286 acres ; the soil, being of various qualities and conditions, affords good opportunity for experiments. — (State report and cata¬ logue. ) In the United States Naval Academy the course of study is largely scientific, including, besides the literary and linguistic branches, all the higher mathematics, physics, astronomy, chemistry, dynamics, navigation, surveying, and steam engineering. There is a department for the special training of engineers, another for training mid¬ shipmen. The course in each covers 4 years at the academy and 2 at sea. Johns Hopkins University furnishes facilities for the most advanced study and investi¬ gation in scientific branches, more particularly in its graduate department, the under¬ graduate presenting the usual scientific studies of a collegiate course. There are 3 laboratories, devoted, respectively, to chemistry, physics, and biology. For the guid¬ ance of advanced students various plans of study have been devised, differing both from lectures and classes. Special students in mathematics, physics, and other studies meet at stated times, under the direction of professors, for the presentation and dis¬ cussion of papers on the subjects under investigation and for the reading of scientific journals. Five associations have met frequently for the presentation of scientific and 138 EEPOET OF THE COMMISSIONEE OF EDUCATION. literary papers, and 4 scientific journals are published under the auspices of the uni¬ versity. During the warm months, a zoological station has been maintained on the seaboard; it was stationed during 1878 and 1879 on the Chesapeake, but in 1880 at Beaufort, N. C., while another for beginners was established on the Chesapeake. — (Catalogue, 1879-’80.) PROFESSIONAL. Theological instruction is given at Baltimore in the Theological Seminary of St* Sulpice and St. Mary’s University ; in Ilchester, at Mount St. Clement’s College; and in Woodstock, at the Woodstock College of Baltimore County, all three institutions being Eoman Catholic. They enrolled a total of 263 students, under 19 instructors. In the first, the course of study extends over 5 years and 3 months, of which 2 years are preparatory ; the other two report courses of 6 and 7 years, respectively, but the proportion of this time devoted to theological study is not stated. The Centenary Biblical Association, Baltimore, devoted to the biblical education of colored students, sends no report for 1879-80. For statistics of theological schools reporting, see Table XI of the appendix, and a summary of it in the report of the Commissioner preceding. Legal training may be obtained in the school of law of the University of Maryland, Baltimore, which presents a course of study covering 2 years of 35 weeks each and requires an examination of applicants for admission. Of the 60 students attending in 1879- 80, 50 had received degrees in letters or science. — (Beturn.) The medical schools of most importance in this State are the School of Medicine of the University of Maryland and the College of Physicians and Surgeons, both at Balti¬ more. Both require for graduation the usual 3 years of medical study, including 2 courses of lectures of 5 months each, or attendance on an optional graded course of 3 years. The first named school had 173 students in 1879-’80, under 23 instructors, and graduated 66 doctors of medicine. — (Eeturn.) Dentistry is taught in the Baltimore College of Dental Surgery, which claims to be the oldest dental college in the world. It was chartered in 1849 and opened for in¬ struction in 1840, having since then graduated 841 students. The course of instruc¬ tion embraces pathology and therapeutics, anatomy and physiology, chemistry and materia rnedica, mechanical dentistry and metallurgy, dental surgery, and infirmary practice, all covering 5-J months each year of the 2 years in the course. Graduates of this college desiring to graduate in medicine are required to give only one year’s study at the College of Physicians and Surgeons, Baltimore. There were 97 dental students in 1879-’80, of whom 13 had received a degree in letters or science. — (Catalogue and return.) The Maryland College of Pharmacy, Baltimore, requires for graduation attendance on 2 courses of lectures of 5 mouths each, with a course of analytical instruction and aja apprenticeship of 4 years in the business. There were about 68 students in 1879-’80, of whom 20 were graduated. — (Catalogue and return.) SPECIAL INSTEUCTION. EDUCATION OF THE DEAF AND DUMB. The Maryland School for the Deaf and Dumb, Frederick City, was established in 1867 under the name of an Asylum for the Deaf and Dumb of the State of Maryland. _ Its name was changed by the last legislature to prevent a misapprehension of the objects and character of the school, which has nothing in common with asylums and reforma¬ tories, but does a purely educational work and admits only such pupils as can profit by the course of study. This embraces, besides certain employments, the common school branches of study, and in special cases the higher mathematics and other advanced studies. All, on entering, are examined by the special teacher of lip reading and ar¬ ticulation, and such as give promise of being benefited receive daily instruction. Drawing has recently been added to the course. Shoemaking, cabinet working, and printing are taught to the boys, housework and sewing to the girls. — (State report, 1879-’80. ) F. Knapp’s Institute , Baltimore, a school for the education of the deaf and dumb, opened in 1876, reports 32 pupils under 3 instructors in 1880. EDUCATION OF THE BLIND. The Maryland Institution for the Blind, intended to give instruction in literature and the mechanic arts, admits pupils between 9 and 18 years of age on payment of $300, which defrays all expenses except for clothing ; but pupils whose friends are unable to pay that amount maybe educated at the expense of the State on consent of the gov¬ ernor. The school is divided into primary, intermediate, and higher classes. The musical course gives thorough rudimentary instruction, embracing vocal culture, piano, organ, and violin, with thorough-bass and counterpoint. Piano tuning receives MARYLAND. 139 special attention, as being the most successful and profitable employment in which the blind can engage. Broom and mattress making are taught in the shops. — (Cata¬ logue and State report.) The Institution for the Colored Blind and Deaf-Mutes, Baltimore, established in 1872, had 32 pupils in 1879-’80, of whom 14 were blind and 18 deaf-mutes. The instruction given is the same as in the institution for white children. — (Catalogue.) INSTRUCTION IN ART. The Maryland Institute for the Promotion of the Mechanic Arts, Baltimore, is said to have taken the lead in this State in teaching drawing, a study which lies at the foundation of all constructive work and every mechanical or partly mechanical occupation. More than 300 pupils are receiving instruction here in day and evening classes, and there are accommodations for as many more. As the report of the State board of education suggests, the resources of the institute might be utilized so as to make it serve as the normal art school of the State, and thus supply, to a great extent, the need for skilled teachers in drawing. Among the branches of the subject taught are pencil, charcoal, and crayon drawing, painting in water colors and in oil, sketch¬ ing, ornament and design, also mechanical and architectural drawing. — (State report.) The report of the Peabody Institute, Baltimore, for the later months of 1880 shows that besides the instruction given in the Conservatory of Music 4 lectures on art (classic, early Christian, mediaeval, and religious) were delivered in its hall from November 9 to November 18. In the classes of the Decorative Art Society, Baltimore, there were in 1880 3 teachers and 47 pupils. CHIEF STATE SCHOOL OFFICER. Hon. M. A. Newell, State superintendent of public instruction, Baltimore. [Term, January, 1880, to January, 1882.] Mr. Newell has served since the reconstruction of the school system in 1878, in successive terms of 2 years each. 140 REPORT OF THE COMMISSIONER OF EDUCATION. SUMMARY OF EDUCATIONAL STATISTICS 1870-’71, 1871-72. 1872-’73. 1873-’74. 1874-75. POPULATION AND ATTENDANCE. Children of school age (5-15).. Youth of all ages in public schools. Number over 15 attending . Average daily attendance . Average membership for the year. Per cent, of attendance on membership. Number attending evening schools. Average attendance in evening- schools. Attendance in high schools .... In charitable and reformatory schools. In academies and private schools. SCHOOLS. Number of public schools . Average length of term in days. Number of evening schools .... Number of high schools . Charitable and reformatory schools. Academies and private schools. TEACHERS AND THEIR PAY. Men teaching in public schools. Women* teaching in public schools. Total number teaching . Average monthly pay of men.. Average monthly pay of women Number of teachers in high schools. Teachers in evening schools _ In charitable and reformatory schools. INCOME AND EXPENDITURE, a Receipts for public schools .... Expenditures for public schools STATE SCHOOL EUND. 278, 249 273, 661 21,973 201, 750 282, 485 276, 602 23, 211 205, 252 287, 090 283, 872 23, 905 202, 882 292, 481 297, 025 24, 687 210, 248 3, 479 5, 000 8,713 4,577 10, 794 5, 534 1,531 15, 388 5, 076 169 51 181 20 478 1,049 7,186 8,235 $76 44 31 67 1,148 17, 952 5, 193 168 176 18 521 1,024 7, 419 8, 443 $85 09 32 39 1,304 22, 001 5, 305 168 85 190 18 473 1,028 7, 421 8, 449 $93 65 34 14 1,219 17, 887 5, 425 168 89 209 18 471 1,078 7, 637 8, 715 $94 33 34 34 30 360 25 373 23 444 21 294, 708 302, 118 32, 986 216, 861 16, 368 6,474 1,240 24,244 5,551 99 208 12 432 1,169 8, 047 9,216 f>88 37 35 35 $3, 473,131 $5, 663, 930 3,520,510 5,663,930 Amount of school fund. Income of school fund. . $4, 206, 054 $4, 522, 491 6,241,239 6,050,507 525 19 $6, 410, 514 7, 000, 000 $87, 356 $2, 127, 653 $1,711, 480$ 180, 000 88, 133 2, 065, 238 177, 227 a The receipts and expenditures for educational purposes are very inadequately reported ; MASSACHUSETTS. 141 OF MASSACHUSETTS — 1870-’71 TO 1879-’SO. 1875-76. 1876-77. 1877-78. 1878-79. 1879-80. Increase or de¬ crease since 1878-79. Increase or de- crease since 1870-71. 300, 834 296, 375 297,202 303,836 307, 321 I. 3, 485 I. 29, 072 305, 776 307, 832 310, 181 311,528 306, 777 D. 4, 751 I. 33, 116 27,213 28, 190 27, 404 27,603 25, 020 D. 2, 583 I. 3, 047 218, 903 222, 704 228, 447 234, 249 233, 127 D. 1, 122 I. 31, 377 261, 247 89 9, 337 11, 529 11,717 10, 531 10, 360 D. 171 4, 424 5, 305 5,552 3, 348 4,503 I. 1, 155 I. 1,024 15, 826 19, 160 19, 514 19, 311 18, 758 D. 553 1,308 1,541 1,219 1,230 1,081 D. 149 D. 450 20, 289 19, 167 23, 994 23, 830 26,289 I. 2, 459 I. 10, 901 5, 542 5, 556 5, 730 5, 558 5, 570 I. 12 I. 494 176 175 176 175 177 I. 2 I. 8 114 92 94 88 116 I. 28 I. 65 212 216 216 216 215 D. 1 I. 34 18 18 19 17 17 . D. 3 413 429 463 444 423 D. 21 D. 55 1,201 1,176 1,118 1,212 1,133 D. 79 I. 84 7,650 7,544 7,390 7,537 7, 462 D. 75 I. 276 8, 851 8, 720 8, 508 8, 749 8,595 D. 154 I. 360 $84 78 $82 22 $75 64 $67 44 $67 54 I. $0 10 D. $8 90 35 25 34 20 33 04 33 50 30 59 D. 2 91 D, 1 08 582 594 595 494 494 364 445 457 423 389 D. 34 18 18 19 16 21 I. 5 D. 9 $6, 105, 536 $5, 481, 598 $4, 535, 635 $4, 399, 801 $4, 622, 609 I. $222, 808 I.$l,149,478 6, 105, 536 5, 582, 519 5, 166, 988 4, 994, 824 5, 156, 731 I. 161,907 I. 1,636,221 $2, 066, 866 $2, 067, 000 $2, 067, 000 $2, 075, 540 $2, 086, 886 I. $11,346 152,704 140, 861 140, 862 139, 818 138, 016 D. 1, 802 the real amounts collected and disbursed are generally much larger than those here given. 142 REPORT OF THE COMMISSIONER OF EDUCATION. STATE SCHOOL SYSTEM. OFFICERS. A State board of education (which includes the governor, lieutenant governor, and 8 others appointed by the governor with consent of council, to hold office 8 years, 1 going out each year) has had general charge of the school system since 1837. The board appoints a secretary, who acts as State superintendent, and who has had, since 1850, agents to assist him in visiting the schools. A State director of art education has since 1871 had supervision of drawing in the public schools of cities with 10,000 or more inhabitants, and was still serving at the close of 1880. Under the town system the local officers are school committees of 3 members or some multiple of 3, and under the district system prudential committees of 1 member. There are also superintendents of public schools in cities and towns which provide for them. Women are eligible to school committees and may vote for school officers. One is serving as a member of the State board of education. OTHER FEATURES OF THE SYSTEM. The system comprises common, high, and normal schools (the latter including a normal art school), also evening, industrial, truant, and State charitable schools. The public schools are sustained by local taxation and by the income of the State school fund, one-half of which is for general educational purposes, the remainder for specific appropriations. Towns and cities cannot receive their share of this income unless they have raised by tax for general school purposes the previous year at least $3 for each resident between 5 and 15 years of age ; have provided enough schools to instruct all children of this age; have kept these open at least 6 months, and have made pro¬ vision for the enforcement of the truancy laws. If the inhabitants number over 10,000, arrangements must also have been made for the free instruction in industrial or mechanical drawing of persons over 15 either in day or evening schools, and in towns containing 500 families a high school must have been established. Towns which refuse or neglect to provide for the support of schools as required by law not only lose their share of State funds, but forfeit a sum equal to twice the highest amount ever voted therein for the support of schools. Neglect to elect school committees causes towns to forfeit from $500 to $1,000. The city council of any town may estab¬ lish one or more industrial schools and raise and appropriate the money necessary to render them efficient, and any town may establish additional schools either in the day or evening for persons over 12. Teachers cannot be employed in public schools till they have received certificates of qualification from the school committee, and are not" to receive pay for services till they have made to the committee the report of school attendance, &c. , required by law. Children under 16 cannot be employed in fac¬ tories, unless the employer holds a certificate from the school committee stating their age, place of birth, and that they have attended school 20 weeks the preceding year. Children who can neither read nor write may not be employed in any manufacturing, mechanical, or mercantile establishment while the schools are in session. No discrim¬ ination is to be made in the schools as to race, color, or religious opinions. The Bible is to be read in them without note or comment, but no child may be made to read it in a version of which the parent or guardian disapproves. School committees direct the text books to be used in their schools and prescribe the courses of study to be pur¬ sued. Very few changes have been made in the school laws since 1870-71, and these relate chiefly to the employment of children within the school age in manufacturing establishments. In 1873 the term of school attendance on which depended permission to engage in employments was extended from 12 to 20 weeks, and in 1874 the 20 weeks were made consecutive. In 1876 it was enacted that no child under 10 should be em¬ ployed in any manufacturing, mechanical, or mercantile establishment on penalty of from $20 to $50 fine, and that when children under 14 were so employed their em¬ ployer must have a certificate from the school authorities showing that the law re¬ quiring a school attendance of 20 weeks has been complied with. In 1878 the law of 1866, which had merely authorized cities and towns to make suitable provision for the training of neglected children, was made imperative for cities and towns of 5,000 or more inhabitants. A law of 1876 provided that school committees should furnish school books free to pupils. Another authorized committees to have sewing taught in the public schools whenever they saw fit. In 1879 women were permitted to vote for school officers. They were already eligible to serve on school committees. GENERAL CONDITION. The statistics for 1879-’80 show an increase of 3,485 in the enumeration of children 5 to 15 and a decrease of 4,751 in the number of those of all ages enrolled in public schools, while the number in average daily attendance was only 1,122 less than the MASSACHUSETTS. 143 previous year. For tlie first time in several years the enrolment in public schools failed to exceed the enumeration of children of school age. In 1878-’79 the number of all ages attending public schools was 7,692 greater than the number of persons 5-15, while in 1879-’80 it was 544 less, making a difference of more than 8,000. Usually from 25,000 to 30,000 pupils under 5 or over 15 attend public schools; but this year the number attending over 15 was 2,500 less than in 1878-’79 and there was a slight increase in the attendance on private and parochial schools. These items taken together are thought to be sufficient to account for the decrease of 1,122 in average attendance, but not for the very large decrease in the number reported as enrolled. This is accounted for by the fact that until the last year many pupils have been registered twice, owing to change of residence during the year, while in 1879-’80 this error was avoided by the adoption of new rules regulating enrolment. The average attendance during the year was 89 per cent, of the average membership. The latter item, which has been secured this year for the first time, gives, it is claimed, a more correct idea of the regularity of attendance than can be obtained by a comparison of the average attendance with enrolment. There was a slight increase of schools taught and in the length of term ; also in the number of evening schools and the average attendance in them. The number of teachers, both men and women, was less than in 1878- 79 ; the average monthly pay of men increased 10 cents, while that of women was $2.91 less. The secretary of the board, in his report for 1879-80, gives considerable space to a consideration of the question whether the public schools are producing such results as justify the State in compelling their support. He maintains that they are ; that the mass of children in the State are educated in them ; that the work done is good and thorough, and that the education given trains to good citizenship. Only about two- fifths of 1 per cent, of the native population of the State are illiterate, the proportion having decreased one-fifth of 1 per cent, since 1850, when three-fifths of 1 per cent, of natives were illiterate. The average quality of the school work is shown by a ref¬ erence to examinations held in Norfolk County, the schools of which are considered to be fairly representative of those throughout the State. These examinations were held in 1878 by a special committee appointed for the purpose, consisting of disinterested gentlemen skilled in school affairs. The average of perfect work shown by the papers was 57 per cent. — “an amount of perfection,” the secretary remarks, “7 percent, higher than is required for a diploma in some of our best colleges. ” He says the examination has confirmed him in the opinion that “ the schools, with all their imperfections, are, on the whole, doing creditable work ; that trained teachers accomplish by far the best results, and that an efficient superintendence is the agency to which we must look for the conditions of good schools.” Progress in educational affairs during the past decade has been made in many direc¬ tions which cannot be indicated by any statistical exhibit. The figures show an increase of 29,072 in school population, of 33,166 in the total number enrolled, of 3,047 in the number of these over 15 years old, and of 31,377 in average daily attendance. The number of public day schools, including high schools, increased 528 ; their average length of term, 8 days. More evening schools were taught in the later years, with a generally larger enrolment but somewhat reduced average attendance. There were 360 more teachers enqDloyed at the close than at the beginning, 84 more men and 276 more women. The average monthly pay of men fell off $8.90 and that of women $1.08. Among the evidences of progress which do not appear in the above figures may be mentioned an increased determination to bring all the youth of school age under the influence of the public schools, as shown in the various amendments of the law relat¬ ing to the employment of children, in the machinery for preventing truancy, and in the establishment of schools for the reformation of truants and neglected children. Another important point is the increased interest in industrial and mechanical draw¬ ing and the improvement in it throughout the State, which has already made its influ¬ ence felt in the industrial arts and is still making progress in that direction. Edu¬ cators are turning their attention towards the introduction of the industrial element into education. The problem how to combine it with the common school studies has not yet been solved, but such occupations as sewing and knitting have been intro¬ duced with success in some places and the elements of some mechanical industries in others. A decided advance has taken place in the art of teaching. Educators have turned their attention from mere mechanical practice to the principles on which the art is founded, and as a result radical changes have been made in some towns in courses of study and methods of instruction. More attention is given to primary teaching ; there is a growing sentiment in favor of putting the best teachers into the elementary schools and paying them somewhat in proportion to the difficult and delicate nature of their work. A more humane style of school government also prevails. The rod has been largely displaced by appeals to higher principles of action than the fear of punishment. The school-houses are improved in respect to convenience and taste and better supplied with books, maps, and other illustrative apparatus. There is a more prevalent senti¬ ment in favor of school superintendence; and in towns that are too small to employ a 144 REPORT OF THE COMMISSIONER OF EDUCATION. special superintendent it is a common thing for the school committee to appoint one of their number to give so much of his time as is necessary to the work of supervision. — (State report, 1878-579.) KINDERGARTEN. Of the 16 Kindergarten in different sections of this State reporting to this Bureau in 1879 all have been established since 1870. For statistics of these and any others re¬ porting for 1880, reference is made to Table V of the appendix. CITY SCHOOL SYSTEMS. OFFICERS. There are school committees of 3 members, or some multiple of 3, elected annually, one-third going out each year, and usually a superintendent chosen by the committee. Boston has also a board of supervisors of 6 members, who, with the superintendent, hold office 2 years. STATISTICS. Towns and cities. Attleborough . Beverly . Boston . Brockton . Brookline - Cambridge.--. Chelsea . . Chicopee - Clinton . . Ball River Fitchburg .... Gloucester. . - Haverhill Holyoke . Lawrence.. .. Lowell . . Lynn . . Malden . . Marlborough Medford . Milford . Natick . . Hew Bedford Newbury port. Newton . . North Adams Northampton Peabody . Pittsfield .... Quincy . . Salem'. . . Somerville . - - Springfield. . . Taunton . Waltham .... Westfield - Weymouth .. Woburn . Worcester... Population, census of 1880. Children of school age. Enrolment in public schools. Average daily at¬ tendance. Number of teachers. Expendi¬ ture. 11, 111 1, 679 1, 934 1, 288 59 8, 445 1, 388 1, 381 1, 104 36 362, 535 64, 766 56, 667 45, 496 1, 124 $1, 693, 165 13, 608 2, 107 2, 304 1, 795 45 27, 707 8, 053 1, 352 1,473 971 36 52, 740 8, 885 8, 500 6, 385 189 163, 048 21, 785 3, 461 3, 969 2, 815 68 11, 325 2, 104 1, 467 1, 041 44 29, 501 8, 030 1, 579 1, 521 1, 179 28 49, 006 9, 585 9, 155 5, 650 158 12, 405 2, 239 2, 466 1, 834 59 38, 458 19, 329 4, 050 4, 042 3, 008 91 67, 912 18, 475 2, 748 2, 783 2, 087 67 52, 728 21, 851 3, 587 2, 503 1, 571 50 46, 122 39, 173 6, 836 5, 866 4, 232 131 69, 663 59, 485 8, 393 9, 118 6, 102 174 168, 971 38, 284 5, 792 6. 183 4, 667 127 12, 017 2, 153 2, 688 1,844 61 39, 374 10, 126 2, 066 2, 068 1, 611 49 21, 074 7, 573 1, 279 1, 265 1, 029 34 9, 310 2, 082 2, 353 1, 678 49 8, 480 1, 597 1,624 1, 307 44 26, 875 4, 208 4,375 3, 438 99 61, 770 13, 537 2, 450 2, 049 1,406 47 16, 995 3, 028 3, 397 2,541 85 83, 613 10, 192 2, 160 2,035 1,443 38 12, 172 2, 026 2, 197 1, 600 64 23, 475 9, 028 1, 730 1, 802 1, 276 38 13, 367 2, 353 2, 605 1, 805 72 31, 267 10, 529 1, 704 1, 910 1, 467 59 27, 598 4, 673 3, 858 2, 807 103 84, 589 24, 985 4, 500 5, 162 3, 902 92 79, 625 33, 340 5, 524 5, 636 4, 192 118 90, 551 21, 213 3,246 3, 529 2,535 72 46, 381 11, 711 1, 808 2, 227 1, 639 52 32, 249 7, 587 1, 430 1, 590 1, 140 55 10, 571 2, 075 2, 1-79 1, 770 62 10, 938 2, 424 2, 238 1, 790 -47 31, 185 58, 295 9, 827 10, 029 7, 170 200 167, 559 ADDITIONAL PARTICULARS. The Boston public system in the spring of the school year 1879-’80 embraced primary schools in 110 buildings, grammar in 49, high in 9 (with a fine central high school then nearly completed), and normal in 1, besides 3 special schools (including a Horace Mann school and 2 schools for licensed minors), 6 evening drawing schools, 1 evening high and 16 evening elementary schools. The average number belonging June, 1880, is given as 20,730 in primary grades, under 406 teachers; 27,734 in grammar, under 589 teachers; 1,971 in high schools, under 75 teachers ; and 2,833 in special and evening schools, under 148 teachers. A radical change was begun in the primary schools in 1879 by the adoption of a method of instruction and management known to educational experts as the Quincy method. No doubt is expressed as to its good results ; indeed, they had already become apparent at date of the report. In the grammar schools home lessons were cut down and confined to the two higher classes. A new central high school build¬ ing, capable of seating more than 1,600 pupils, was completed in the latter half of 1880, making 10, including the 6 in the suburbs, sometimes called branch high schools. The MASSACHUSETTS. 145 the committee recommend that some ©f these he suspended and the pupils admitted to the central school. The city normal school for girls, with 73 pupils, is said to have done good work ; occupying part of a grammar school building, it had 12 grammar and 8 pri¬ mary classes for a practice school. It is questioned whether the evening schools have been productive of as much good as the outlayfor them should command. An endeavor has been made, and with some success, to better their condition and secure the best results by preventing the attendance of such as are not eager to learn ; but still stricter measures are required to enforce regular attendance and application. Considering that justice towards the artisan class requires an industrial school to be provided as a complement to the grammar schools, the committee in February, 1880, recommended the establish¬ ment of one. Last year an estimate of $15,000 for the purpose was submitted, but the city council, which lias charge of the matter, declined to act favorably on it. Corporal punishment is to be administered in future but sparingly. After devoting a large amount of labor to the investigation of the question, the committee passed resolutions restricting this form of punishment within very narrow limits. It was decided in April, 1880, to appoint a special instructor in hygiene for the public schools, but the position was not tilled during the year. The city truant officers reported 18,435 cases of truancy, of which 2,473 were habitual; 759 of the truants were placed in school; 140 were complained of as habitual truants, 47 as absentees, and 63 as neglected chil¬ dren; 136 were sent to the house of reformation for juvenile offenders and 52 to the almshouse. — (Reports. ) Brockton provided 2,748 public school sittings for study in 45 rooms, including 18 for primary pupils, 25 for grammar, and 2 for high. There was no city school superin¬ tendent, and no private or parochial schools are reported. — (Return.) Brookline reports 1,457 sittings for study in 11 school buildings, one erected during the year. Music, drawing, and sewing were taught by special teachers. There were 14 pupils graduated from the high school in June, 1880, of whom 6, after completing the classical course, passed the Harvard examination. An evening school was taught 4 evenings in the week during 3 months, and wTas then discontinued for want of funds. Among the changes of the year were a consolidation of some of the schools and the appointment of a superintendent. — (Report, 1880.) In Cambridge the system as reported included 20 primary schools, 8 grammar, 1 high, 1 training school for teachers, 1 evening school, and 2 evening drawing schools, besides a city almshouse school. Public school attendance increased during the year by 156, not including the pupils of a portion of the town of Belmont, which lias been annexed to Cambridge, bringing with it 2 schools and making the total increase of pupils 286. A decided improvement in regularity of attendance is attributed to excellent work of the truant officers; and the general efficiency of the schools is ascribed largely to the influence of the superintendent. The high school, with classical and English courses, had 462 pupils under 12 teachers, of whom 5 were men. The training school for teach¬ ers had a class larger than the previous year, and graduated 8 in July, 1880. Two evening drawing schools enrolled a total of 150 pupils, of whom 70 were in mechanical and 80 in freehand drawing ; average attendance in both, 7 1. At the beginning of the term there were more applicants than could be accommodated, and an etfort was made to receive oniy those who would be most regular in attendance. Music was taught in all the schools as thoroughly as any other branch. The almshouse school had 32 pupils, 21 of them sent to it for truancy and vagrancy ; the others were poor children who found a home there. Besides the public, there were 20 private schools reported, with 1,748 pupils. — (City report, 1880.) Chicopee reports a high average of punctual attendance in public schools, which com¬ prise primary, grammar, intermediate, high, and ungraded schools. In the 14 primary schools were enrolled over half the pupils, showing that a large number reach no higher grade. Music and drawing were taught. Truant officers visited the schools daily and rendered efficient service. Two high schools had an attendance of 82 pupils under 5 teachers. Besides the number in public schools, there wreie 580 attending convent and French schools. — (Report.) The Fitchburg schools comprised primary, secondary, intermediate, grammar, high, ungraded, evening common, and evening drawing schools. The graded course below the high covered 9 years. The primary schools were held to be the most important and to demand the best teaching talent. They were in session but two hours each half day, and during that time there was a recess of 15 minutes. As a further precau¬ tion against weariness, pupils were not generally kept engaged on one lesson more than 15 minutes at a time. In the lowest grade the child learned to read script, which was taught even before the printed word. The old a b c method is not used, but each word is learned as a whole. Music and drawing were carefully taught in all the schools, the course in dra wing being graded and in the high school embracing mechanical and freehand. The evening drawing school had 37 pupils, with an average attendance of 28; the evening common schools, with 39 enrolled, had only 19 in average attendance. Extensive repairs and alterations were made during the year in many of the school buildings. A voluntary teachers’ association met once a month during term time and 10 E 146 REPORT OF THE COMMISSIONER OF EDUCATION. did good service. The estimated enrolment in private and parochial schools was only 30, out of a school population of over 2,000. — (City report, 1880.) Gloucester, in 24 public school buildings, had 22 primary, 37 grammar, and 2 high school rooms, affording 2,205 sittings for study, all under the charge of a city superin¬ tendent at a salary of $2,000 a year. A city normal school had 26 pupils, all women. Id the high school were enrolled 220, under 5 teachers. — (Return, 1880.) Haverhill reports 3,045 sittings for study in the public schools, which included pri¬ mary, grammar, and high grades, besides evening schools. The high school enrolled 150 pupils, in charge of 6 teachers. The evening school had 460 enrolled and 127 in average attendance. Estimated enrolment in private schools, 125. — (Return, 1860.) Hohjol re had, of its 4,267 school children, 2,134 pupils in public, 1,078 in parochial, and 188 in other schools; 520 of school age were in mills and 341 at home. There was an increase for the year of about 700 in the school population, but not more than a third of these sought admission to the schools ; a large proportion of the remainder obtained certificates for labor, many of which, from French Canadian schools, were given to pupils not knowing a word of English. Twenty-six per cent, of pupils enrolled with¬ drew before the close of the term, chiefly to engage in labor. Truancy greatly de¬ creased during the year, a result of systematic work by truant officers. There is a grow¬ ing sentiment against corporal punishment, and during the past few years there has been a quiet but successful effort to dispense with it. Music and drawing are among the studies taught. The high school graduated 16 in 1880. Evening schools were in session 40 evenings, 578 pupils being enrolled and 265 in average attendance. — (City report. ) In Lawrence the system includes primary, grammar, and high schools, a training school for teachers, evening elementary and drawing schools, and an evening high school. Music and drawing were taught in all the schools by special teachers. Tne training school opened in 1869 is said to have done much toward the improvement of the teachers. Of the 106 employed in 1879-80, there were 46 graduates of the training school and high school, 1 of the training school only, 17 of normal schools, and 4 of institutions of collegiate grade. The high school, with an increased number of pupils during the year, had improved accommodations and grading, while changes in its course of study were projected in deference to demands of business and manufacturing inter¬ ests. The course covers 4 years, an allowed 3 years’ course having been abolished in 1879. It graduated a class of 32 in 1880. The evening common schools had a larger attendance than in 1879 and were taught 3 evenings in the week in 15 rooms, each hav¬ ing an average of 30 pupils. The evening high school had 35 attending; the evening drawing schools, 100. The industrial school was a powerful aid in suppressing tru¬ ancy. — (Report, 1880.) The Lowell schools report good progress made during 1879-’80, among the causes of which were new text books, a new course of study, and new methods. The system in¬ cludes 1 high school, 8 grammar, 1 intermediate, 2 mixed, and 79 primary schools, be¬ sides the evening common and evening drawing schools taught in winter, mill schools in the summer vacation, and a reform school at the city farm. The truant officers were faithful and efficient ; 1,843 cases were investigated, of which 1,217 were of absenteeism, 466 of truancy, and 78 of working without certificates. The city farm school enrolled 146 during the year and numbered 60 at the date of the report. Of 57 committed, 34 were for truancy and 8 for vagrancy. The two mill schools were well taught, remained in session 6 weeks, and had a total of 120 attending. The high school was not so crowded as in the previous year, partly because of an elevation of the standard for admission; average membership for the year, 316 ; average attendance, 300. There were gradu¬ ated from the 4 years’ course 24 ; from the 3 years’ course, 39. Lynn for 1879- 80 reported 104 schools, probably reckoning as such all classes under 1 teacher or more ; 89 per cent, of attendance in these on the average number enrolled; 49 teachers that had attended normal schools, and 33 that had graduated from such schools ; its grades running up to a high school, with 5 teachers and 210 pupils. — (State report.) The Malden school committee report improvements made during the year in school grounds and buildings; ample school accommodations furnished; faithful and enthu¬ siastic work done by teachers ; an average of 2,021 pupils belonging and of 1,825 in daily attendance ; 126 cases of truaucy ; an evening drawing school established during the year, which had 86 pupils enrolled"; a high school, with 3 courses, having 175 pupils registered, 107 in average attendance, and 16 graduates. — (Report.) Marlborough has no city school superintendent. The school committee report faith¬ ful teaching done, the attendance satisfactory, and good progress made. There was no truant school, and as some provision for the education of truants was much needed, it was proposed to send such to the school in Lowell, or some other already established. The high school enrolled 101 pupils, of whom 89 per cent, were in average attendance ; 17 graduates received diplomas, all but 2 of them being girls. — (Report.) Jfero Bedford reports 23 schools, comprising 1 high, 3 grammar, 11 primary, 6 country, 1 mill, and 1 farm school, besides evening schools, all in 24 school buildings, with 106 MASSACHUSETTS. 147 rooms. There was a decided improvement in attendance, especially in the grammar schools. The truant officer sent 14 hoys to the truant school, made over 200 visits to families, and used all persuasive means before committing to the school. This num¬ bered 13 at date of report and was doing good service. The mill school numbered 90, with 83 in average attendance. The committee were pleased with its condition and work and recommended the establishment of another in a more convenient locality. An evening drawing school was sustained, but its usefulness has been crippled by the fact that it was inconveniently situated for the class who should attend. There were 25 attending the elementary evening schools and 81 in average attendance, the number of each sex being about equal. The high school enrolled 250 pupils; average membership, 237 ; average attendance, 227 ; graduating class, 33. An effort was made to do without corporal punishment in the schools, the result being an improvement in order as well as in good feeling. Neivton had 18 public day schools in operation, comprising primary, grammar, high, and 1 evening school, taught in 18 school buildings furnishing 3,376 sittings, a num¬ ber beyond the immediate wants of the city. The percentage of attendance was 91.5 ; cases of truancy were few and looked after with more than ordinary care. An important step taken during the year was the establishment of a course of lectures on natural history. Free, and largely attended by teachers, pupils, and citizens, they were the means of arousing an active interest in the subject among the school children. Music and drawing were among the school studies of the year, and in the latter very satis¬ factory progress is reported. The work of the special teacher was mainly confined to the high school, in which each year better work is done because of a better preparation in the lower grades. Pupils now enter well prepared in geometrical, freehand, and elementary model drawing. This year modelling in clay was introduced, and the work done was much commended by the judges at the annual exhibition. The enrol¬ ment at this high school was 319 (a gain of 37 for the year), of whom 93 pursued the college course, 37 the mercantile, and 145 the general. Of the 39 graduates, 21 took the full course of 4 years, and 18 a 3 years’ course. The evening school (taught about 4 months for 3 evenings each week) enrolled 50 pupils and had 18 in average attend¬ ance. — (City report, 1880.) Northampton reports 49 public schools, 1 high, 1 high and grammar, 13 grammar, 26 graded primary, and 8 ungraded or mixed ; the per cent, of attendance on average number belonging, 92 ; on the number enrolled, 73. In the graded primaries, which are attended by 60 per cent, of the pupils, some advance is reported in methods of instruction. In the high school better work than usual was done ; 17 were graduated, 3 from the classical and 14 from the English department. — (Report, 1880.) Pittsfield had, in 27 public school buildings, 2,313 sittings for study, the schools comprising primary, grammar, high, ungraded, and evening schools, under the charge of a superintendent at $1,000 a year. There was an estimated enrolment in private or parochial schools of 175. — (Return.) At Quincy the methods introduced by Colonel Parker appear to have been carried forward by his successor, Superintendent Sylvester Brown. They include a large free¬ dom from the usual restraint as to school exercises; free use of illustrative objects in instruction ; the attempt to draw out the ideas of the children, in order to improve and develop them ; the practice of requiring the children to set down these ideas on the blackboard in their view, that all may see whether they are correct and full or whether they need amendment; and, with all this, a large amount of practical ele¬ mentary work in reading, writing, spelling, map making, and the like. The school is made to resemble in its liberty a family busied in educational work. It is out of school that the discipline appears, the pupils marching forth at noon in ordered col¬ umns, keeping step by drum-tap till dismissed when out of doors. — (Observer in New- England Journal of Education.) In Salem the system comprised primary, grammar, high, ungraded, and evening schools, the latter including elementary and drawing schools, in charge of a school committee, superintendent, regular and special teachers, and a truant officer. Besides the number in public schools there were 1,210 in private institutions, including colle¬ giate, normal, and charitable. In the evening elementary schools 202 were enrolled, with 108 in average attendance. The evening drawing school was in a flourishing condition, having an increase of 170 scholars. In the high school there were 176 en¬ rolled, 162 in average membership, 158 in average attendance, and 24 graduates. — (Report, 1880.) Somerville reports 18 public school buildings and 82 schools, of which 1 was high, with 245 pupils; 46 grammar, with 2,072, and 35 primary, with 1,919. The per cent, of attendance on average belonging was 93.6, a result probably due in some measure to the fact that of the 92 teachers 12 were graduates of normal schools and 36 of the city high school. Estimated enrolment in private and parochial schools, 540. — (Report for 1880.) Springfield reports 27 public schools, including 1 high, 6 grammar, 12 primary, 8 ungraded, 2 evening, and 1 drawing school, the last 3 well organized and doing 148 REPORT OF THE COMMISSIONER OF EDUCATION. thorough work. There was an increase in school population, enrolment, and average attendance. Music and drawing were taught efficiently by special teachers. The graduating class of the high school numbered 58, the largest in its history; number enrolled, 405 ; average belonging, 354 ; average attendance, 340. In 10 years the schools have increased 25 per cent, in attendance, while their expenses have become only 12 per cent, greater. Truancy, which was increasing, has been checked by the establish¬ ment of a county truant school in the city. The truant officer visited the schools 3,840 times and investigated 508 cases of absence, of which 127 were found to be truants ; 22 of these were arrested and 16 convicted. Employers in the city very generally co¬ operated with the school officers in securing the enforcement of the law. — (City report. ) Taunton reports primary, grammar, high, and evening schools in 34 public school buildings ; an average attendance in the graded schools of 92£ per cent, on the aver¬ age membership ; 57 enrolled in the evening school, with 35 in average attendance ; 195 in the drawing school, with 190 average membership and 134 average attendance. The interest in the drawing school was maintained. Attendance on the evening school was diminished by the enforcement of the law regulating attendance on the public schools. The high school enrolled 161 and graduated 24. — (Report, 1880.) In Waltham the system comprises primary, grammar, high, and evening schools, taught in 12 buildings, having 2,238 sittings, under the supervision of a city superin¬ tendent. The high school had 4 teachers, 2 men and 2 women, and was capable of ac¬ commodating 110 pupils; statistics of attendance not given. Estimated enrolment in private and parochial schools, 103. — (Return.) From Weymouth nothing has been received in time for the present report. Woburn reports 23 public school buildings, 13 of them for primary schools, 9 for grammar, and 1 for high ; 2,503 sittings for study ; a city school superintendent; a special teacher of music ; 99 pupils enrolled in the high school, and 85 in average attendance. Estimated enrolment in private and parochial schools, 50. — (Return.) The Worcester public school system included primary, grammar, high, suburban, evening elementary, and evening drawing schools, taught in 36 school buildings capable of seating 9,834 pupils (502 in high school seats, 4,677 in grammar, 4,238 in primary, and 417 in suburban schools), a number less than that of pupils enrolled, but greater than the average belonging for the year, which was 8,419. For the last six years the school population has increased faster than school room could be provided, and the school superintendent says a more liberal policy must be adopted or the half time system introduced into the lower grade schools. Drawing is one of the regu¬ lar studies, is satisfactorily taught, and occupies about 20 minutes a day. The free evening drawing school (open to persons over 15 not in the day schools) had 5 classes in freehand and instrumental drawing, with 129 attending. In the evening element¬ ary schools there were 436 registered and 390 in average membership. This remark¬ able attendance for evening schools was secured by excluding the class that formerly came chiefly for amusement, through a plan which required a deposit of $L from each pupil on entering, to be returned to those who proved studious and orderly and were not absent except when necessary ; otherwise to bo forfeited. The forfeiture occurred in very few cases, for the pupils generally took hold with a will to improve their opportunities. The truant officers spent their time in visiting the school-houses and looking up absent pupils. Out of 3,500 cases of absence investigated they took 1,000 to school and sent 10 to the truant school, to which there are commitments for no cause but truancy. Here, if trustworthy, they are allowed to work about the house and in the garden; and each boy can, by good conduct, reduce his sentence a month in the year. The sentence is usually for a year, but is sometimes for 6 or 18 months. The graduates of this school are usually reformed from truancy; but its influence is even greater as a restraining power. Owing to this and other means, the percentage of attendance is as great as it should be, and very few children are out of school. In the high school there were 601 pupils enrolled, with 399 in average attendance and 57 graduates. The course here is 5 years for those who are preparing for college; for others, 4 years. — (Report, 1880.) TRAINING OF TEACHERS. STATE NORMAL SCHOOLS. The five State normal schools at Salem, Worcester, Framingham, Bridgewater, and Westfield, additional to the art school, have continued to do an important work for the public schools; their graduates have found ready and constant employment and have met with gratifying success. Two of them, Framingham and Salem, are for women only ; the others admit both sexes. In the latter, the total number attending during the year was 435 (39 men and 396 women) ; graduates, 102, of whom 25 were men. The total attendance in the 5 schools was 841 ; graduates, 178. Most of these normals have schools of observation, where students may gain a practical knowledge of the best methods of instruction. The standards for admission and for graduation are gradually MASSACHUSETTS 149 rising. The courses have been slightly changed with reference to uniformity in the schools and to the general requirements of public instruction. During the year a proposal was made by the officers of Harvard College to maintain in the^Lawrence Scientific School 8 scholarships, covering tuition fees for the benefit of male graduates of the normal schools to be appointed on the recommendation of the principals. The offer was thankfully accepted, and a graduate of the Westfield school entered on one of the scholarships. The Massachusetts Normal Art School, Boston, opened in 1872, is meant to prepare teachers of drawing for the public schools and for the industrial drawing schools. The necessity for such a school was seen as soon as the attempt was made to carry out the law of 1870 requiring the teaching of industrial drawing in cities and towns with 10,000 or more inhabitants. Its success has been marked, the number under instruc¬ tion and the efficiency of the work increasing from year to year. The report for 1879-’80 indicates satisfactory results: marked improvement in the work done, greatly increased facilities in respect to books, models, diagrams, and apparatus, an attendance of 169 in day classes and of 96 in evening classes. Total number instructed, 245, of whom 65 obtained certificates and 6 diplomas of graduation as master of arts. A grant of land on which to place a building for the school has been made by the legislature. Meanwhile, the board has leased for 3 years buildings on Washington street. — (State report, 1879- 80.) OTHER NORMAL TRAINING. The Boston City Normal School (for girls) had 73 pupils in 1879-’80 and graduated 43. Pupils entering are placed on a probation of 6 months and are retained only when they are found to have the qualifications necessary to success. A practice school for them is composed of 12 grammar and 8 primary classes. During the year a graduate class formed was entered by about 40 graduates of the 1 year’s course. Normal training schools are also provided by the public school authorities of Cam¬ bridge, with an attendance of 19 ; Gloucester, with 26 ; and Lawrence, with 18. At Cambridge 8 were graduated. At Wellesley College, a normal collegiate department was opened in 1878 for the benefit of ladies who were already teachers but desired opportunities for advanced studies, such to enter the college as special students without examination The plan has been a success. Through the liberality of Mrs. Valeria G. Stone, who gave $100,000 for this purpose, a normal college building has been erected, which provides room for 100 teachers. — (New-England Journal of Education andCalendar of Wellesley College. ) teachers’ institutes. Thirteen teachers’ institutes were held during the year under the direction of the State board of education, having a large attendance of teachers and citizens and arousing great enthusiasm among the people. They were held, as for several years past, in the smaller towns of the State, in order that they might reach that class of teachers and people who most needed their influence. Instruction was given during the day by Secretary Dickinson, Mr. Walton (agent of the board), Mr. Osbun, of the Salem State Normal School, and others. The evening lectures were for the most part by the secretary and Rev. A. D. Mayo. SCHOOL COMMITTEE ASSOCIATIONS. Since 1877 nine organizations of this kind have been formed for consultation as to courses of study, methods of instruction and school government, the disposition to be made of truants, the means of securing good teaching and efficient superintendence in the smaller towns, and other practical matters belonging to the work of school com¬ mittees. The meetings of these associations are attended by the secretary of the State board of education or by one of its agents. The results reported are the preparation of 4 new courses of study (3 of which had been put on trial), greater care in the selec¬ tion of teachers, more attention to right methods of teaching, an increase of attendance on the schools under the care of the committees, and an intelligent spirit of progress. EDUCATIONAL JOURNALS. The New-England Journal of Education,1 established at the beginning of 1875, absorbing the educational journals of Maine, Massachusetts, Rhode Island, Connecti¬ cut, and several other States, is a weekly publication coming from Boston. It is the educational organ of the teachers of the New England States, but gives valuable information from the different States of the Union, besides discussing all prominent school topics. The Primary Teacher (dating from October, 1877) was issued once a month from the same office to the close of 1880. Good Times, also a monthly publication, closed its fourth year with September, 18S0. 1 Title changed in 1881 to Journal of Education. 150 REPORT OF THE COMMISSIONER OF EDUCATION. It is published at Boston ; its pages furnish matter for school exercises and exhibi¬ tions in week day and Sunday schools. Education, an international magazine published bimonthly in Boston, was com¬ menced in September, 1880, under the same editorship as the Journal of Education, It deals more especially with general topics relating to improvements in educational matters, rather than with items pertaining to the common schools. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. There are reported 215 public high schools, having 18,758 students and 494 teachers. Of these, 2,090 pupils and 83 teachers were in Boston, attending the 9 Latin and English high schools of that city. 1 1 The warmest friend of these high schools, ” says the report of the Boston school committee, “ must be satisfied with the prospect before them in their new location on Warren avenue.” The reference is to a palatial buildiug which was completed about the close of 1880 at a cost of $418,000, including site and furniture. This will accommodate 1,645 pupils with study rooms and rooms for gym¬ nasium, laboratory, drawing, libraries, reception, and other purposes, besides a room for military drill (a branch which forms a part of the course of the Boys’ Latin School and the English High School). The Girls’ Latin School, established in 1877 on the ground that in the education of youth no difference should be made between the sexes, commencing with 28 pupils, numbered 146 in 1880. The course of study ex¬ tends over 6 years. The course in the Latin school for boys was revised in 1880 and made to cover 6 years. These Latin schools are the subject of much comment by some citizens, who think them an expensive educational luxury, and in other portions of the State there appears to be a similar disposition to criticise the classical departments of the high schools, which are devoted to preparing pupils for college. The superintendent of the Lowell schools says the question of the relative importance of different studies is continually discussed, and especially whether a young man on graduation from the high school should be qualified for the practical duties of life. The superintendent at Lawrence speaks of an increasing feeling in his city and throughout the State that, owing to the demands of business, the old classical course, while still as important as ever, no longer meets the demands of higher public education. On the other hand a complaint comes from Cambridge of a lack of proper interest in any except the classical course. This, it is said, is held to a high standard by the requirements of the collegiate exam¬ ination at Harvard, in which pupils uniformly succeed ; but it is difficult to maintain the same standard in the English department, as the pupils have no definite end in view. The shorter course of English study had been shortened from 3 years to 2 in the hope of keeping boys in school until the end of the second year. OTHER SECONDARY SCHOOLS. For statistics of business colleges, private academic schools, and preparatory schools for colleges, see Tables IV, VI, and VII of the appendix, and summaries of them in the report of the Commissioner preceding. SUPERIOR INSTRUCTION. COLLEGES FOR YOUNG MEN OR FOR BOTH SEXES. Harvard College , Cambridge (non-sectarian), reports for 1879-80, in the undergradu¬ ate classes of the college proper, 813 students, against 608 in 1870-’71 ; in its scien¬ tific, professional, graduate, and fellowship courses, 543, against 569 in 1S70-’71, not counting, in either year, the mere attendants upon lectures or summer schools, nor the students in the Episcopal Theological School at Cambridge, which has had some con¬ nection with the Harvard corporation. During the ten years there has been a con¬ siderable advance in the standards of admission and graduation, with a large addition to the means of instruction 1 and illustration ; the courses have been made more flexible and popular by the introduction of a wide system of elective studies ; and the former rigorous discipline as to attendance on recitations, lectures, and othercollege exercises, at least as respects the higher classes, has been materially relaxed. Worthy students in the upper classes are now allowed to work alone or in small companies, or to attend such lectures and recitations only as they find interesting and profitable, presenting at certain times, in written papers or in oral examinations, the evidence of the progress they have made; especially presenting this at the conclusion of each year and of the course, to show their fitness for promotion or graduation. This latter mingling of the American and European systems seems to have worked well, the better class of students besides a steady increase of the teaching force in all these years, many new subjects of instruction, such as Hebrew, Arabic, Sanscrit, and Chinese, were added in the latter portion of the decade, a special native instructor for this last being employed. MASSACHUSETTS. 151 making greater progress under it and covering in some cases a much wider field oi study; while professors and instructors, finding that only the most interesting and instructive exorcises attract this better class of students to their halls, have been stimu¬ lated to make their different exercises as profitable and as attractive as they can. Then too the college has, within these years, widened its field of influence by having examinations for admission not only at Cambridge, but also in New York and the chief cities of the West; since 1874, also, annual examinations have been provided for women pursuing studies preparatory to college ; finally in 1878 separate but substantially col¬ legiate training was offered to women under the college professors and within the col¬ lege precincts. — (Catalogues and annual reports of president, &c.) Of the other colleges existing at the beginning of the decade, Amherst College , Amherst, and Williams College , Williamstown (both Congregational), seem to have made most progress, raising their standards, broadening their instruction, increasing their attrac¬ tions in various ways, and thus enlarging their lists of students, in the former college, from 261 to 339; in the latter, from 141 to 227. Boston College , Boston, and the College of the Holy Cross, Worcester (both Roman Catholic), appear to have maintained throughout essentially the same course. The students at Boston reported as collegiate increased from 22 in 1870-’? 1 to 184 (besides 2 graduate students) in 1879— ’80 ; but 102 of these would have been classified as preparatory in a college with the usual 4 years’ course. At Holy Cross those reckoned as collegiate fell off from 134 to 84. Tufts Col¬ lege, College Hill (Universalist), beginning the decade with a liberal set of courses that underwent little change, about maintained its collegiate enrolment, having 62 in 1870-71 and 58, with 5 graduate students, in 1879-’80. Boston University, Boston (Methodist Episcopal), did not begin its collegiate instruction, except in music, till 1873, when it started with a course well up in its requirements, which it has since considerably improved and is going on further to improve. The regular students in its college of liberal arts rose from 18 in 1874 to 90 in 1880; the special, from 4 to 19; while 18 graduate students made the whole number in the latter year 127, besides 28 in a college of music and 355 in other schools,1 510 in all. — (Catalogues and returns.) INSTITUTIONS FOR THE SUPERIOR INSTRUCTION OF YOUNG WOMEN. Table VIII of the appendix following gives the statistics of schools that claim to be of this class. Of these, tevo at least stand prominently forth as of full collegiate rank and character, Smith College, Northampton, and Wellesley College, Wellesley, both organized in 1875 ; while approximating the same rank, with some very special advan¬ tages, come Mt. Ilolyohe Female Seminary, South Hadley, and Lasell Seminary, Auburn- dale, the former organized in 1837, the latter in 1851. The last two give much atten¬ tion to instruction in domestic industries. — (Catalogues.) SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. The scientific schools in the State from 1870 to 1880 were the Massachusetts Agricult¬ ural College, Amherst; Massachusetts Institute of Technology, Boston; Worcester County Free Institute of Industrial Science, Worcester (all recipients of endowments from the State, in whole or in part); with the Lawrence Scientific School and the Bussey Institu¬ tion, departments of Harvard University, Cambridge, and the School of All Sciences of Boston University, Boston. This last aimed at graduate instruction only in philoso¬ phy, mathematics, physics, &c. ; the Bussey Institution, at thorough training in ag¬ riculture, horticulture, and their related sciences. The titles of the others sufficiently indicate their aims. In the Agricultural College, Institute of Technology, and Law, rence Scientific School, the courses covered 4 years ; in the Worcester Free Institute- 3 and 3| years. At Harvard there was also instruction in natural science at the Mu¬ seum of Comparative Zoology and in the summer schools, with instruction in practical astronomy at the Observatory. At the Institute of Technology and Worcester Free Institute there were special schools for training apprentices and others in the elements of practical mechanic arts; in the former, on the plan of the Imperial Technical Sehool of Moscow, Russia, with aid in practical design from the trustee of the Lowell Institute; in the latter, in a machine shop provided by Hon. Ichabod Washburn in 1866. The attendance in all these schools in 1880, including the summer classes at Harvard, was 672. For their separate statistics, as far as reported, see Table X of the appendix, parts 1 and 2. PROFESSIONAL. Theology has been taught from 1870-71 to 1880 (with brief intermission in one case) in the following schools: Andover Theological Seminary, Andover (Congregational); Boston University School of Theology, Boston (Methodist Episcopal) ; Divinity School of Harvard University, Cambridge (formerly Unitarian, now non-sectarian); Episco¬ pal Theological School, Cambridge (Protestant Episcopal); Tufts College Divinity 1 Among tliese were 18 students in the Massachusetts Agricultural College, Amherst. 152 REPORT OF THE COMMISSIONER OF EDUCATION. School, College Hill (Universalist) ; Newton Theological Institution, Newton Centre (Baptist); and New Church Theological School, Waltham. All had in 1880 courses covering 3 years of study meant to supplement a collegiate or at least a high school training, and appear to have had such courses during the 9 preceding years. Most of them endeavor to secure the full preliminary preparation presupposed, but all seem to remit a requirement of it in specially exceptional cases. Tufts had a 4 years’ course to meet the needs of such cases. Students in 1879-60 in the regular courses of these schools, 267 ; unclassified, special, or “ general” students, 26; resident graduates or resi¬ dent licentiates, 7 ; total, 296. For special statistics of each school, see Table XI of appendix. Instruction in law was given in the Boston University School of Law, Boston, organ¬ ized in 1872, and in the law school of Harvard University, Cambridge, organized in 1817, each with a 3 years’ course1 supposed to follow a collegiate training, without which there must be an examination for .admission. This, at Harvard, covers Blachstoue’s Commentaries and selections from the Latin of Caesar, Cicero, and Virgil; French and other foreign languages may be offered as equivalents. At Boston University, only English appears to have been required. Students in 1879- 80, at Plarvard, 165; at Bos¬ ton, 149, including 10 graduate students and 2 candidates lor advanced degrees; in the autumn of 1880, at the former, 156; at the latter, 151. — (Catalogues.) Medicine , after the u regular” system of practice, was prepared for in 1880 at the Harvard University School of Medicine, organized in 1782, and at the College of Physi¬ cians and Surgeons, organized in 1880, both in Boston ; after the homoeopathic system, but without limitation to it, at the Boston University School of Medicine, in Boston, organ¬ ized in 1873. The required course in Harvard and Boston University schools had been since 1877 a graded one of 3 years, with preliminary examination of all applicants not graduates of collegiate or secondary schools, and with annual examination in order to advance a student to a higher class or admit him to graduation.2 The year for instruction covered in both cases the collegiate 9 months. The new College of Physi¬ cians and Surgeons started with substantially the same requirements as to course and graduation, but set its standard for admission lower, demanding only “ a thorough English education.” It and the Boston University admitted women. Students in the 2 older schools, 364 in 1879-’80 ; 273 in all the 3 in the fall of 1880. For separate sta¬ tistics of each, see Table XIII of the appendix. Dentistry was taught in the Boston Dental College and the Dental School of Harvard University, both organized in 1868, both working in Boston, and both having required courses of 2 years beyond a year of pupilage, the lecture year in the former, however, be¬ ing only 17 weeks and in the latter 9 months. The latter course is also graded. Stu¬ dents in the Boston School, 56 in 1879-’80 ; in that of Harvard, 15. Pharmacy was systematically taught at the Massachusetts College of Pharmacy, Boston, organized in 1867, where the course (a fairly graded one) appears to have cov¬ ered 2 years with about 6 months’ study in each year, besides 2 other years of appren¬ ticeship to a reputable pharmacist. For all matriculates not graduates of a grammar or high school a preliminary examination was required. Students, 60 in 1879-80. — (Catalogues and returns.) SPECIAL INSTRUCTION. SOCIETY FOR PROMOTING STUDY AT HOME. The seventh annual report of this society shows that 2,597 different names have been entered during the seven terms and that 22 who were originally regular students are now on the staff, where the results of their studies can be put to practical use. Two others were to be advanced the next year (1881). During the first four terms very rapid growth was reported, then came a period of uniformity, in which the society was able to improve its organization and develop new details of work. The departments of history (252 students), science (115), art (86), German and French (45 and 33 re¬ spectively), and English literature (318) are continued, the total of students therein for the year being 849. Of the 887 names entered for the term, 76-J per cent, persevered sufficiently to be classified. There were 8,211 letters written to students and 6,513 re¬ ceived from them during the year. At the examinations in history, outline maps were attached to the questions, the students being required to fill them in for illustration of political changes and important events. Arrangements have been made to adapt the methods of study to the needs of deaf-mutes, and circulars have been distributed to the heads of most of the schools of this kind. Two regular deaf-mute students are now members of the society. The lending library has grown steadily in size and use- JEach has also an honor courso, to pass in which, cum lande, required at Harvard the reaching of 75 per cent, of the maximum in the examination on the 3 years’ course ; at Boston University, 85 per cent. 2 Harvard instituted its graded course in 1871, hut did not require the completion of it as a condition of graduation till 1873, nor its preliminary examination till 1877. The Boston University School pre¬ sented from its opening in 1873 the 3 years’ graded course, which it made imperative in 1877, and from the first required the preliminary examination of non-graduates. Both have optional 4 years’ courses, as well as provision for graduate instruction. MASSACHUSETTS. 153 fulness. Coming into existence in the middle of the second term hy the purchase of 29 volumes, it now possesses 920. A set of rules has been adopted hy which addition¬ al privileges are given to the readers in the different sections of the country. Hygiene is still attended to, each member being presented with a tract on health, while some copies are sold; number of copies distributed gratuitously, 1,550. — (Report for 1880.) TRAINING IN THE ARTS AND TRADES.1 Connected with the Museum of Fine Arts in Boston there are schools of drawing and painting and of pottery and painting on porcelain. The former was opened Jan¬ uary 2, 1877 ; the latter was founded under the auspices of the Society of Decorative Art in 1878. The School of Drawing and Painting offers a complete scheme of element¬ ary instruction and affords an exceptional artistic training. There are 3 classes or divisions in the school ; in the first, or elementary, the pupil learns to handle his ma¬ terials in representing various objects in various ways; after an examination he passes into the middle class, where lie devotes himself to the life, the portrait, drapery, still life, &c. ; another examination comes prior to entering the third class, or class of painters. Lectures are given on anatomy, shades and shadows, perspective, architect¬ ure and architectural history, the history of ornament, the theory of color, mythology, history of painting and sculpture, &c., as accompaniments to the daily instruction in drawing. The School of Pottery and Painting on Porcelain had a large attendance during its first year and matters progressed favorably. The second year was not as satisfactory, and the continuance of the school was in question at the date of the report. The School of Carving and Modelling (now at the Art Museum) was established in 1877 in Boston by the Woman’s Education Association. It was at first intended for women only, but, in response to numerous applications, an evening class for young men, to which women also were admitted, was held during the winters of 1878 and 1879. The course of instruction includes drawing, modelling in clay, casting and carving in plas¬ ter, and carving in wood. The demand for carvers has been so great that in the sum¬ mer of 1880 some earned $60 a week. This school was conducted in 1879-80 in the same manner as heretofore. There were 13 pupils in the day school, and two courses of evening lectures were held. The Society of Decorative Art , the Lowell Institute, and the Massachusetts Institute of Technology also furnish opportunities for artistic instruction.— (American Architect and Building News, and letter.) In the Massachusetts Institute of Technology there are practical exercises connected with the scientific and literary studies, courses in building and architecture, instruc¬ tion in free hand and mechanical drawing, and in the shops opportunities for the student to acquire a knowledge of the nature of metals and woods, and some manual skill in the use of tools. In the Worcester Free Institute special prominence is given to the elements of prac¬ tice in technical training. In the machine shop the use of tools and the management of machines are taught; in the wood room, bench work, wood turning, machine saw¬ ing, and planing ; in the iron room, drilling, planing, tool making, work with speed lathe, engine lathe, screw machine, &c. The designing and construction of machines also enter into the course. — (Catalogues, 1880.) In Springfield a firm of machinists has introduced a novel system of apprenticeship. It combines the practical education of the shop with the theoretical education of the school; that is, it is an industrial school in which more time is devoted to practice than to theory. Fifty-eight hours a week are given to the work of the shop and nine hours to study. The term of apprenticeship for those beginning to learn a trade, who are under twenty years of age, is to be six years. Those over twenty finish in five years, and those who have worked in a shop are advanced according to proficiency. The beginner draws from sketches, then takes up projection and diagram, and so on; one year here is thought to qualify him to work from drawings as well as four or live ordinarily. For the first year’s labor from 5 to 7 cents an hour is paid, this being regu¬ lated according to the age; for the following years, 6 to 12 cents. Two cents an hour, additional, goes into a reserve fund which is paid to those apprentices who finish their full term of service. — (Louisiana Journal of Education, December, 1880.) Cambridge, Gloucester, and Manchester also had successful schools in industrial art in 1879. INSTRUCTION IN LANGUAGES. Dr. L. Sauveur, with several assistants, continued the instruction in the “natural” method of acquiring languages which he has been giving for some years in a summer school of languages at Amherst College, Amherst, as well as in several permanent schools in Boston and elsewhere. In the Boston University School of All Sciences, also, there were extensive and varied language courses under different instructors. JEor the New England Industrial School for Deaf-Mutes, see Education of the Deaf and Dumb. 154 REPORT OF THE COMMISSIONER OF EDUCATION. TRAINING IN ELOCUTION. A School of Elocution and Expression was opened in October, 1879, in Boston, with the avowed purpose of carrying out the system of the late Prof. L. B. Monroe, of the Boston University School of Oratory. The course of instruction includes physical training, artistic respiration, vocal development, articulation, phrasing, rhythm, emphasis, melody, aesthetic gymnastics, gesture, philosophy of expression, and art criticisms. The full course, entitling the pupil to a diploma of graduation, is to occupy 2 years of 6^ months each. — (Announcement.) Several kindred schools advertise in the New-England Journal of Education for 1880. TRAINING IN MUSIC. As in former years, instruction in music was given in 1880 in the New England Con¬ servatory of Music, Music Hall, Boston, under Prof. E. Tourgee; in Carlyle Peter- silea’s Academy of Music, Boston ; in the College of Music of Boston University, and in the 5 years’ musical course of Wellesley College. TRAINING IN HOUSEHOLD INDUSTRIES. In connection with Lasell Seminary, Auburndale, Northficld Young Ladies’ Seminary, Northiield, Mt. Holyoke Female Seminary, South Hadley, and Wellesley College, Welles¬ ley, students are taught things outside of the regular literary curriculum. At Lasell dress cutting, millinery, cookery, china painting, and art needlework have been added to the course. At Northfield the young women do their own work, including washing. At Mt. Holyoke and Wellesley one hour a day is given to instruction and practice in the details of domestic work. — (Catalogues and circular. ) At the Newhury Street School, Boston, a cookery class was to be formed in 1879-’80. — (Circular.) The Boston Cooking School reports 978 practice lessons given during the term; 1,000 different dishes made by the pupils; Saturdays devoted to girls from the public schools, the afternoons to girls from the deaf-mute school; and that one of the classes consists of women from the training schools for hospital nurses. — (Literary Notes.) The Kitchen Garden Association, a society which aims to instruct school children, shop girls, and others in methods of household economy, made its first experiments in 1877 with New York City as a centre. There are normal classes connected with this charity, and, as the kitchen garden is merely the application of the methods of the Kindergar¬ ten to the teaching of housework, normal instruction is needed. In 1880 there were 3 classes in Boston, 1 of deaf-mutes. — (First annual report.) In the 39 public schools of Boston where sewing is taught, 70,948 pieces were made or worked upon during 1880. The sewing exhibitions of the different schools are still kept up and the interest in them is said to increase from year to year. This depart¬ ment of school work (introduced in 1876) moves on satisfactorily and many graduates report that they owe their skill in line needlework to the teaching received at school. — (Report of committee on sewing, 1880.) TRAINING SCHOOLS FOR NURSES. Three training schools for nurses in Boston reported to this Bnreau in 1879. The Boston City Hospital Training School for Nurses was organized in 1878, the Boston Train¬ ing School for Nurses (Massachusetts General Hospital) in 1873 but incorporated in 1875, and the Training School for Nurses (New England Hospital) in the Eoxbury district in 1872. For statistics, conditions of admission, &c., see Table XVII of the appendix. EDUCATION OF THE DEAF AND DUMB. The Horace Mann School for the Deaf, Boston, founded in 1869, reported 79 pupils in 1879-’80, twelve of them new ones. Of those present 18 were semi-mutes. Nine instructors make up the corps. Special instruction in articulation and lip reading is given daily to all the pupils. Sewing is taught regularly, and 6 girls took a course of lessons during the year at the Boston Cooking School; 2 classes (12 pupils each) were also provided with “kitchen garden” instruction. The Clarke Institution for Deaf-Mutes, Northampton, founded in 1867, is especially adapted to the education of semi-deaf and semi-mute pupils although others are admit¬ ted. The average number of pupils for the year was 81 ; the primary school contained 62 pupils in 6 classes; the grammar and high school, 20 pupils in 3 classes. Articula¬ tion and visible speech are used as means of instruction. — (State report, 1879-’80.) The New England Industrial School for Deaf-Mutes, Beverly, a new institution, was incorporated in 1879. It is under the control of a board of io trustees and has 2 pro¬ fessors and instructors. The organization dates from 1876, and the plan originally included a home, where adult deaf-mutes deprived of means of subsistence could find a home and be taught a trade ; schooling was also given. Later the home was merged into a school. The school is divided into two departments, one for adults, who hud a home and employment, the other for children who receive instruction under competent MASSACHUSETTS. 155 teachers. The trades include only such as are remunerative and steady in every com¬ munity. The women receive instruction in cookery, housework, and sewing. The “combined method” is used in the school. — (Return and first annual report.) EDUCATION OF THE BLIND. The Perkins Institution and Massachusetts School for the Blind, Boston, reports its work carried on with good results and all its departments well appointed. Founded in 1829, it has given instruction in primary, grammar, and high school studies to 981 pupils. A thorough course of musical instruction and the teaching of various indus¬ tries enter into the course. The Kindergarten system was introduced during the year in the primary classes, and diplomas were awarded for the first time to the members (6 in number) of the graduating class. The school possesses a printing press and the means of making electrotype plates from which the embossed page can be struck. — (State report, annual report, and return.) EDUCATION OF THE FEEBLE-MINDED. Three institutions, the Massachusetts School for Idiotic and Feeble-Minded Youth, South Boston, the Private Institution for Feeble-Minded Youth, Barre (both estab¬ lished in 1848), and the Hillside School, Fayville (dating from May 1, 1870), report for 1879-’80. All teach the elementary branches. In the Massachusetts school, Kinder¬ garten work and simple trades are taught; at the Hillside school, music, drawing, painting, fret sawing, and physical exercises; at Barre, music, calisthenics, and some¬ times the higher branches. — (Returns and reports.) BOSTON SCHOOL FOB LICENSED MINORS. The 2 schools for licensed minors reported as follows in June, 1880: 2 teachers, 63 average number of pupils belonging, 52 average attendance, 80 per cent, of attend¬ ance, and 83 pupils at date of report. — (Boston school report.) STATE CHARITABLE AND REFORM SCHOOLS. For the reformation of j nvenile offenders ample opportunity is furnished in this State. In addition to the Truant Schools of Boston and Cambridge, the Boston City Alms¬ house School, and the House of Industry, Boston, there are the Marcella Street Home, Boston, established in 1877 ; the State Industrial School for Girls, Lancaster, estab¬ lished in 1857 ; the Lawrence Industrial School, Lawrence, in 1874 ; the House of Em¬ ployment and Reformation for Juvenile Offenders, Lowell, in 1851 ; the Plummer Farm School, Salem, in 1870; the Hampden County Truant School, Springfield (estab¬ lished in the spring of 1880); the Massachusetts State Reform School, Westborough, in 1847 ; and the Worcester Truant School, in 1863. Some of these are under State authority, the others (with the exception of the Plummer school, which is a private affair, and the Hampden County, which is under county control), under municipal authority. The common school branches and some industrial employments are taught in all but two of these schools. The Lawrence Industrial School and the Hampden County Truant School report no trades taught. For statistics, conditions of admission, &c., see Table XXI of the appendix, and a summary thereof in the report of the Commissioner preceding. HOMES AND ASYLUMS FOR ORPHAN OR DEPENDENT CHILDREN. At date of going to press information has been received from 13 out of the 21 institu¬ tions usually reporting to this Bureau. Four of these are in Boston, the others scat¬ tered throughout the State. All report the elementary branches taught to the children either in the institution or at the public schools; nine teach domestic work or some industry, such as sewing, fancy work, or embroidery. The State Primary School, Monson, reports its system somewhat modified, the school separated into four divisions, a woman appointed principal (she to teach the advanced school and have supervision over the other classes), and a Kindergarten started for those too young to attend the school. — (Returns and report of State Primary.) For names, location, and statistics, see Table XXII of the appendix, and a summary thereof in the report of the Commissioner preceding. EDUCATIONAL CONVENTIONS. STATE ASSOCIATION. The annual meeting of the State Teachers ’ Association was held at Worcester Decem¬ ber 27-29, 1880. Although not so large a gathering as at some previous dates, the most earnest representative teachers and superintendents of the State were present. The time allotted to the reading of papers was limited, so that there remained ample op¬ portunity for discussion. Many very valuable suggestions were made and the evening lectures were of special interest. After the organization the first evening Mr. Wm. A. 156 KEPORT OF THE COMMISSIONER OF EDUCATION. Mowry, of Providence, R. I., gave an interesting sketch of “Our possessions in Oregon: how we secured them and how we retained them.” His lecture was preceded and followed by the reading of selections by Mr. George Riddle, teacher of elocution at Harvard. At the general meeting of the association, after the appointment of com¬ mittees, a paper on “Teaching morals” was read by L. H. Buckingham. He believes that whatever the teacher would have the children do he must first do himself. This subject was ably discussed, all agreeing that by example pupils are trained in good manners. In the discussion on “ Backward pupils” the need of gaining the sympathy of the scholar was shown. A plea for noble character and manly culture among the boys of America was made by Mrs. Mary A. Livermore in her lecture on 1 1 The boy of to-day.” A report of the formation and formal organization of the “Council of Edu¬ cation” at Chautauqua was made by D. B. Hagar, of Salem; papers were read on “Means and methods in elementary physics;” on “Text books: their merits, defects, use, and supply ;” on “Technical grammar;” and on “The study of pedagogy.” This last paper, by Hon. John D. Philbrick, explained what is included under the termpedar- gogy, and defined the true student of pedagogy as “a man well versed in knowledge relating to education.” In the different sections the following subjects were under discussion: in the high school section, “The practical side of history” and the “Aim and method of teaching foreign languages in high schools;” in the grammar school section, “Arithmetic: what to teach and what not to teach” and “The critics of our schools;” in the primary school section, “Discipline: its principles and methods in rela¬ tion to the control and management of the schools and the training of the pupil’s mind and character” and “Concerning a science of education.” — (Journal of Education, January 6, 1881.) CLASSICAL AND HIGH SCHOOL TEACHERS’ ASSOCIATION. The thirteenth annual meeting of this association took place in Boston, April 9-10, 1880, the president, Moses Merrill, in the chair. The opening day of the session was taken up with arguments in favor of the study of language “as the threshold of all other knowledge,” in favor of a uniformity of requirements for admission to college, and by an interesting account of every day life in German schools. During the second day, in a paper on “The college, the public high school, and the academy,” an eloquent- plea was made for special courses in high schools, all tending to the development of the pupil in the course or career selected, colleges also to cooperate in this movement by adjusting the requirements for admission to such courses. This was followed by a paper on “The best method of teaching the ancient languages,” in which essay the use of oral and colloquial methods was urged by Prof. J. B. Sewall. This subject was dis¬ cussed by several gentlemen, President Eliot querying why a method which was suc¬ cessful for modern languages should not be equally so with the older tongues. Presi¬ dent Andrews, of Marietta College, Ohio, reviewed the history of the reading of Latin and Greek during the last fifty years, suggesting that it had deteriorated in quantity, if not in value. The reports of the committees on the study of natural and physical sciences and on English literature were referred for discussion to the next meeting, and after the election of officers the association adjourned. — (New-England Journal of Education. ) OBITUARY RECORD. MRS. MARY PORTER COLBURN. This model Christian teacher was born in Duxbury, Mass., in June, 1827, and died, in South Boston, February 2, 1880. Besides some experience elsewhere, she taught 22 years in the Hawes Hall Primary School, Boston, where she instructed more than forty classes of little children. Her qualities of body, mind, and heart made her a natural teacher. Her school governed itself. Her school room was a children’s church, yet she knew no sectarianism, no narrow system. Every event was a lesson and every occasion had its teaching. She was in the truest sense the loving friend of children, their guardian, and almost a mother in respect to their social, intellectual, and spirit¬ ual needs. — (New-England Journal of Education.) MISS PHEBE FULLER M’KEEN. This member of a household of educators was bom at Bradford, Vt., July 21, 1831, and died June 3, 1880, while going from Baltimore to her home in Andover. She first became a teacher at Haverhill, N. H., afterwards in the Academy at Peacham, Vt., then at Mt. Holyoke Seminary, where she was associated with one of her sisters, later with another at the Western Female Seminary at Oxford, Ohio, and from 1859 on she was first assistant teacher in the Abbot Academy at Andover, Mass. She early devel¬ oped a genius for her work, and in the school room she was distinguished for her clear thought and definite expression. An enthusiast in study, the power of imparting that enthusiasm was given her. Her versatile and active mind was shown in the various essays contributed to secular and religious papers and in the three volumes published from 1872 to 1876. — (Introduction to history of Abbot Academy.) MASSACHUSETTS. 157 PROF. FRANK EUSTACE ANDERSON. Born in November, 1844, at Goff’s Falls, N. H., be died at Leipzig, Germany, July 15, 1880. Graduating from Harvard College in 1865 -with an exceptional record for Greek scholarship, he entered Trinity College, Cambridge, England, his talents having a marked influence on the methods used by the Hellenists of that country. As assistant professor of Greek at Harvard, his teaching gave a new and powerful impulse to Greek, which, as taught by him, became a living language. His activity outside of the class room in forming and carrying out intelligent schemes for increasing the usefulness of the college was also very noticeable. — (Boston Daily Advertiser.) PROF. LEVI S. BURBANK, A. M. Professor Burbank, one of the oldest and said to be one of the best teachers of sci¬ ence in Massachusetts, died at his home in Woburn, August 20, 1880, aged 51 years. He filled various positions in educational institutions at the South from 1859 until the war; thenceforward he was connected with various high schools and academies of New England until he settled down (from 1872 to 1877) as principal of Warren Academy, Woburn, which he made a preparatory school for the Massachusetts Institute of Tech¬ nology and other scientific schools. After the cessation of his duties at this academy he became a lecturer on geology and mineralogy before different institute^ and schools of science. In 1871 he wrote on the subject of eozoonal limestones, ana at the time of his death was engaged on an exhaustive article on the Eozoon Canadense. He was a member of the Boston Society of Natural History and of the American Association for the Advancement of Science. Thoroughness, frankness, hatred of shams, and scrupulous adherence to duty were his marked characteristics. — (New-England Jour¬ nal of Education.) PROF. BENJAMIN PEIRCE, LL. D. This eminent teacher, author, investigator, and practical worker in the broadest field of mathematical research was born at Salem, Mass., in 180S, and died in Boston, October 6, 1880. For nearly fifty years he filled the position of professor of astronomy and mathematics at Harvard College. A born mathematician, he was a thinker and writer on such subjects from his youth up. The mathematical works issued by him between 1836 and 1846 had a permanent influence on the teaching of that science in this country. The introductory volume to his Celestial Mechanics (xmblished later) is considered one of the most x>rofound and thorough works of the century. A more recent work is his Linear Associative Algebra. Professor Peirce rendered a very im¬ portant service to astronomy through his labors on Saturn’s rings, by the establish¬ ment of certain facts pertaining to the planet Neptune, as consulting astronomer to the American Ephemeris and Nautical Almanac, and through his calculations of the occultations of the Pleiades. He was for a time an assistant of Professor Bache in the Coast Survey, and ultimately became superintendent of it (from 1867 to 1874). As a lecturer he showed close scientific reasoning, bold speculation, x>oetic fancy, vivid ideality, and profound religious faith and reverence. The degree of doctor of laws was conferred on him by the University of North Carolina in 1847 and by Harvard in 1867. In 1857 he was elected a fellow of the Royal Society of London. He was also a member of many learned societies in this country and Europe. — (Various authorities.) CHIEF STATE SCHOOL OFFICER. Hon. John W. Dickinson, secretary of the State hoard of education, Boston f [Mr. George A. "Walton and Mr. E. A. Hubbard have been for some years associated with Mr. Dick¬ inson as agents of the board for holding institutes, observing schools, conferring with teachers and com¬ mittees, and giving advice and instruction in the principles and methods of education.] •Mr. Dickinson has been the chief executive officer since 1876. From 1861 till the close of 1876, Hon. Joseph White was the incumbent. 158 REPORT OF THE COMMISSIONER OF EDUCATION. SUMMARY OF EDUCATIONAL STATIS POPULATION AND ATTENDANCE. Youth of school age (5-20) _ Number iu primary school dis¬ tricts. * Number in graded school dis¬ tricts. Number enrolled in the public schools. Of these in primary school dis¬ tricts. Of these in graded school dis¬ tricts. Percentage of enrolment on whole number. Pupils in private or church schools. SCHOOL DISTRICTS AND SCHOOLS. Number of school districts . Districts with ungraded schools Districts with graded schools .. Number of public school-houses Number of sittings in public schools. Volumes in public school libra¬ ries. Average time of school in days. Number of private or church schools. Valuation of public school property. TEACHERS AND THEIR PAY. Men teaching in public schools . Women teaching in the public schools. Whole number teaching . Average monthly pay of men.. Average monthly pay of women State teachers’ institutes held.. Enrolment at these institutes . Average enrolment at each in¬ stitute. INCOME AND EXPENDITURE. Total expenditure for public schools. SCHOOL FUND. Amount of permanent fund available. 1870-71. 1871-72. 1872-73. 1873-74. 1874-75. 394, 195 405, 026 421, 322 436, 694 449, 181 145, 239 155, 740 166, 540 178, 204 177, 875 «292, 466 316, 006 324, 615 327, 506 343, 981 102, 399 110, 096 118, 616 121, 919 124, 467 76£ 78 75 79 8, 189 6,761 5, 845 7,934 5,299 5,375 5, 083 5,521 5,571 5, 706 5,033 5,210 5,244 5, 411 295 266 292 311 327 5,300 5, 418 5,572 5, 702 5,787 374, 760 382, 107 399, 067 407, 072 414, 060 150, 230 158., 025 164,622 170, 449 187, 951 140 150 140 140 138 142 133 166 178 $7, 155, 995 $7, 470, 339 $8, 105, 391 $8, 912, 698 $9, 115, 354 2, 971 3, 035 3, 010 3, 156 3,287 8, 303 8, 624 8,940 9, 120 9, 191 11,274 11,659 11,950 12, 276 12, 478 $49 92 $49 11 $51 94 $52 45 $51 29 27 21 26 72 27 13 27 01 28 19 16 17 7 13 1 1, 432 75 705 890 37 $3, 330, 472 $3, 563, 479 $3, 743, 353 $4, 107, 584 $4, 168, 064 3, 356, 635 3, 563, 479 3, 743, 353 4, 107, 584 4, 168, 064 $2, 819, 782 $2, 968, 272 $3, 124, 472 $3, 148, 231 $3, 130, 911 a Over 300,000 were said to be enrolled, 533 districts having failed to report. MICHIGAN. 159 TICS OF MICHIGAN— ISTO-’Tl TO 1879-’SO. *875-76. 1876-77. 1877-78. 1878-,79. 1879-’80. Increase or de- © o i§ 2 CO © 1-1 Increase or de¬ crease since 1870-71. 459, 808 469, 444 476, 806 486, 993 506, 221 r. 19, 228 I. 112, 026 283, 042 287, 818 292, 509 i. 4, 691 202, 454 193, 764 199, 115 213, 712 i. 14, 597 I. 68, 473 • 345,096 357, 139 359, 702 342, 138 362, 556 i. 20, 418 I. 70, 090 227,834 207, 881 221, 403 i. 13, 522 125, 849 131,868 134, 137 141, 153 i. 7, 016 I. 38, 754 75 76 75.4 70.2 71.6 i. 1.4 D. 4.9 8, 033 8,958 10,634 18, 253 18,854 i. 601 5,834 5, 947 6, 094 6,252 6, 352 i. 100 I. 1, 053 5,531 5, 652 5, 744 5, 895 5, 963 i. 68 I. 930 303 295 350 353 389 i. 36 I. 123 5,931 6, 078 6, 159 6, 325 6, 400 i. 75 I. 1, 100 426, 611 431, 707 435, 071 441,291 446, 029 i. 4,738 I, 71, 269 197, 353 222, 095 243, 779 248, 190 261, 993 i. 13, 803 I. 111,763 146 148 150 150 141 D. 9 I. 1 170 181 211 208 264 I. 56 89, 257, 094 $9, 190, 175 $8, 937, 091 $9, Oil, 454 &$10, 000, 000 I. $988,546 I. $2, 844, 005 3, 548 3,781 3,916 3,954 4,072 I. 118 I. 1, 101 9, 286 9,220 9, 467 9,662 9, 877 I. 215 I. 1, 574 12, 834 13, 001 13, 383 13, 616 13, 949 I. 333 I. 2, 675 $48 50 $42 54 $41 41 $38 69 $37 28 D. $1 41 D. $12 64 28 28 27 45 26 16 23 48 25 73 I. 2 25 D. 1 48 8 21 46 56 65 I. 9 I. 49 599 2, 852 4,144 4,482 I. 338 I. 3, 050 62 74 69 D 5 $4, 067, 802 $3, 792, 122 $3, 240, 486 $3, 112, 225 $3, 002, 032 D. $110, 193 D. $328, 440 3, 457, 860 3, 179, 976 3,116,519 2, 775,640 3, 109, 915 I. 334, 275 D. 246,720 $3, 147, 918 $3, 151, 418 $2, 762, 162 $2, 880, 942 I. $118,780 I. $61, 160 b From a written return. 160 REPORT OF THE COMMISSIONER OF EDUCATION. STATE SCHOOL SYSTEM.1 OFFICERS. For tlie ten years under review the school system has been administered by a State superintendent of public instruction (elected by the people for two years), a State board of education (having control of the State Normal School and of the examination of teachers for State certificates),2 and a board of 8 regents of the University of Michi¬ gan (elected by the people for terms of 8 years). The local officers have been as follows : county superintendents to 1875, from that time township superintendents, township boards of school inspectors, and district boards (each board of 3 members elected by the people, those of the district boards for 3 years with annual change of one), and boards of 6 trustees (whose election is optional) in districts having over 100 school children. Women have been in these years eligible to district offices and are now em¬ ployed as school inspectors and superintendents. — (School laws.) OTHER FEATURES OF THE SYSTEM. The school system is composed of all grades, from the lowest district school through the union high school to the State university. There are also a State normal school, a State agricultural college, a special State public school, a State reform school, and a State institution for deaf-mutes and the blind, these special schools being supported by legislative appropriations. For the support of the ordinary public schools there has been a permanent State school fund yielding an interest of nearly a quarter of a million, a 2 mill township tax (changed to 1 mill in 1879) ; also district taxes levied by district boards to provide school-houses, sites, &c., and to prolong schools. By act of April 3, 1869, districts have been required to maintain free schools for 3, 5, or 9 months, according to population ; those having less than 30 children of school age, 3 months ; those with 30 to 800, 5 months ; above that number, 9 months. In April, 1872, a compulsory school law was passed, which requires the attendance at public schools for at least 12 weeks yearly of all between 8 and 14 years of age not otherwise taught. The township tax and interest of the permanent fund are apportioned to school districts on the ratio of the number of children of school age (5-20), the money to be used for teachers’ wages only, incidental expenses being defrayed from district taxes. To obtain State aid, the schools must bo non-sectaran, must be kept open at least three months, and must be taught by regularly licensed teachers. Normal school graduates receive diplomas from the State board of education, which authorize them to teach in any primary school of the State. Approved high schools send graduates passing a good ex¬ amination into the freshman class of the university. Township and district libraries were early provided for; also, teachers’ institutes and a State teachers’ association. Teachers are required to have certificates of qualification from the township superin¬ tendent or other lawful authority before they can draw pay from the public fund. — (Laws, 1869, 1873, 1879, and constitutions.) GENERAL CONDITION. The statistics in the general summary indicate a healthy and progressive condition of both the graded and ungraded schools of the State. An increase over the previous year is visible wherever such increase is of value and a decrease wherever decrease is a sign of progress. The increased attendance, however, which is particularly notice¬ able in the ungraded schools, still falls nearly 5 per cent, below that reported two years ago, and is attributed to the better character of the schools maintained in the rural districts. These ungraded or primary schools are said to be finally improving, through the influence of county institutes and the better sentiment prevailing in regard to local supervision. The number of libraries remains about the same as in the previous year, but the number of volumes has largely increased, and the total amount paid for their support is larger by $12,573. Graded and high schools have increased, and in their courses for the last few years more attention has been paid to their place in the general school work. The standards of admission to the professional schools have been raised somewhat and the courses lengthened. The work of the normal school, of the university, and of the various incorporated institutions seems to have been unusually successful. A series of farmers’ institutes, held in different sections of the State by the faculty of the Agricultural College, benefited school officers and through them benefited the schools. As a whole, gratifying progress in educational matters was felt. — (State report.) RESUME FOR THE TEN YEARS. By act of April 3, 1869, tlm public schools of the State were made free to all pupils within the limit of the district, aud the assessing of rate bills was abolished. Not¬ withstanding this law, many children never entered a school-house, so the demand was made to either repeal the free school law or enact a compulsory one. This last was done, and although it was not to take effect till the close of the school year 1871 1 The State school system is here presented as it existed under the laws of 1879. The changes in the laws made in 188 L wifi be presented in the report for that. year. 2 The right to examine candidates for State certificates elates from 1879. MICHIGAN. 161 good results were felt prior to that date. In 1870, the average length of the schools increased from 6.2 months, which had been the uniform average for several years, to 6.9 months. In 1871 more fine school buildings were erected than in any previous year and better internal arrangements and more suitable apparatus were also found, all showing an increasing interest in the school system. In 1872 it was reported that constant progress had been going on for eight years and that the amount invested in school buildings and school property had nearly quadrupled during that period. Of the 125 graded schools which made full reports in 1874, there were 76 sustaining four departments (primary, secondary, grammar, and high school), 32 that had 3 depart¬ ments (primary, intermediate, and higher), and 17 that were divided into primary and higher. The diplomas issued by eight of the first class schools were recognized by the State university. In 1875 there was advance in nearly every item in school matters: 128 new districts were organized and school-houses, teachers, attendance, receipts, and expenditures for schools all were increased. This, in the midst of financial dis¬ tress and general depression in business, augured well for the growing popularity of the schools. In this year, when the change from county to township superintendents took place, 3,722 visits to the schools were made by the former and 5,467 by the latter. The directors’ visits numbered 14,117. Township and district libraries too increased in these years proportionately to the increase in population. From 1866 to 1876 there was a growth of nearly 125,000 in the school population, while the attendance on the schools was almost 75 per cent, of the number enumerated in the census. Including the number attending select and denominational schools, 80 per cent, of the children of school age were in school during each year. In 1876 it was stated that the policy inaugurated four years before, of bringing the high schools into a closer relation with the university, had proved a wise one and had given increasing satisfaction from year to year. The university, too, had modified its plan of admission. Previously it had received students from a few approved high schools on diploma. From 1876 it has approved any good high school which thoroughly prepares students for the uni¬ versity classes. In 1878 a large decrease in the amount of school district indebtedness, added interest in building up township and district libraries, and an increase in the average length of schools gave evidence of progress. — (State reports.) KINDERGARTEN. The Kindergarten of the German-American Seminary, Detroit, was established in 1869, with a conductor, 2 assistants, and 40 pupils. In 1874 there were 4 of these schools, all under private management: one at Flint, one at Kalamazoo, the one at Detroit, and one at Grand Rapids. Still another was referred to at Detroit, but no definite knowledge was obtainable ; arrangements were also made in that year to open another at St. Joseph. In 1875 the one at Kalamazoo was given up. In 1876 and 1877 2 were reported at Grand Rapids and 1 at Detroit. The number in 1880 was 6 : 4 in Detroit, 1 at Grand Rapids, and a new one at Ionia. — (Special returns.) CITY SCHOOL SYSTEMS. OFFICERS. In certain cities, covered by a general law for graded school districts, there are boards of 6 trustees, elected by the people for terms of 3 years each. In some others there are different arrangements according to special laws.1 Ordinarily a city super¬ intendent of schools chosen by the board has charge of school matters. STATISTICS. Cities. Population, census of 1880. Children of school age. Enrolment in public schools. Average daily at¬ tendance. Number of teachers. Expendi¬ ture. Adrian . 7, 849 2, 122 1, 393 1, 000 29 $31, 801 Ann Arbor . 8, 061 2, 483 1, 877 1,419 35 28, 428 Bay City . 20, 693 5,411 39, 467 2, 007 1, 660 45 31, 080 Detroit . 116, 342 15, 719 10, 818 250 214, 036 East Saginaw . 19, 016 5, 885 3, 011 2, 239 54 42, 545 Flint . 8, 410 2, 360 1, 783 1,149 35 33, 884 Grand Rapids . •Taclr ft on _ _ 32, 015 9, 784 2, 315 3, 007 5, 390 1, 762 2, 139 3, 464 99 37 79, 052 47, 976 Kalamazoo . 11, 937 1, 448 45 34, 386 Lansing . *, 319 2, 271 1, 577 961 29 21, 704 26, 319 22, 425 25, 690 Muskegon . Port, TTriroo _ 11, 262 8, 883 10, 525 3, 807 3, 003 3, 245 1, 786 1,018 33 Saginaw.. . 1, 776 1, 265 34 *By act of March, 1881, relative to free schools, there is in Detroit a school hoard of 12 instead of 26 elected members, 6 to serve for 2 years and the remaining 6 for 4 years, these to be elected from the city at large, instead of 2 from each ward as formerly. 11 E 162 REPORT OF THE COMMISSIONER OF EDUCATION. ADDITIONAL PARTICULARS. Adrian divides her schools into primary, grammar, and high. ; has 5 school buildings valued at $109,500 ; reports an additional grammar school formed during the year, and also increased attendance in the high school (this in part owing to the introduction of a commercial course). Marked improvement in penmanship is reported. — (City report, 18,-0.) Ann Arbor reports high, grammar, and primary grades in 6 buildings containing 1,200 sittings ; value of buildings, with sites, furniture, and apparatus, $140,500. The schools were in a prosperous condition, with the enrolment and attendance a little higher than in 1878-,79. Drawing received more than the customary attention, the teachers of grades 3 to 6 inclusive meeting the special teacher every third week for instruction in methods of teaching it. Music and penmanship were taught by special teachers. The high school enrolment was above that of the preceding year, the grad¬ uating class also larger. — (Report and return.) Bay Ciiy reports school property valued at $145,000 ; the average monthly wages of men, $164.44; of women, $37.04 ; special instruction given in vocal music ; 270 pupils studying German, 27 French, and 30 Latin. — (State report.) Detroit reports school property worth $864,000; 28 school buildings, with 13,208 sittings ; 12 grades in the high, grammar, and primary schools ; and graduate stu¬ dents admitted to the high school. During 1879-780 two school-houses were com¬ pleted and opened, yet more accommodation was required, the schools being crowded and children waiting for seats. Special teachers of music, drawing, reading, and pen¬ manship were employed. The night school enrolled 414 to December, 1880, with an average nightly attendance of 158, and most of the time 6 teachers were employed. The number of subjects taught in the high school was reduced in August, 1880, and a steady and encouraging advance was reported in this grade. Enrolled in private schools, 6,514 ; the public schools were taught 196 days. — (Report and return.) East Saginaiv reports 11 school buildings, valued, with sites, &c., at $177,500; 2,843 sittings for study, which, with the 400 sittings in private and church schools, made a grand total of 3,243 sittings; the schools divided into primary, grammar, and high; special teachers in music, drawing, and penmanship ; school taught 178 days ; and 3 private or parochial schools, enrolling 476 pupils. — (Return.) Flint reports 4 grades in the primary and 4 in the grammar department ; also, a high school, with a principal and 3 assistant teachers. Of the 35 teachers, 2 were specially employed for writing, drawing, and music. The receipts for the school year to March, 1880, were $33,860. During the last half of the year the work in arithmetic for the primary grades was diminished, to make room for exercises calculated to develop the observing powers of children. Botany was introduced in the spring ; fine boxes of geo¬ metrical forms were also placed in the hands of teachers ; and similar plans to arouse the interest of pupils are to be tried from time to time. — (Brief reports.) Grand Rapids reports an increase of 95 per cent, in the population of the city in the last decade, a corresponding growth in the membership of the schools and in the num¬ ber of teachers employed, and a gradual change in the character of the schools, owing to the immigration of a large laboring class and to the rapid growth of manufacturing Interests. The modifications in the course of study during that time were such as to make the daily work in the schools eminently practical. In 1879-,80 there were 16 schools (divided into primary, grammar, and high), with 4,485 sittings for study. Two new buildings were in readiness at the commencement of the last school year, and another was to be ready at the opening of the winter term. An industrial school for girls, opened in the year, accomplished much, but was soon discontinued on account of the expense. The evening schools enrolled 337 scholars, who were under the charge of 7 teachers. In the day schools 2 special teachers were employed, one for drawing and penmanship, the other for music. Private and parochial schools enrolled 1,000 pupils. — (Report and return.) Jackson had. school property in district No. 1 (alone reported in the “city statistics ”) worth $75,000. — (State report.) Kalamazoo reports primary, grammar, and high school departments; school prop¬ erty worth $80,000; total cost per capita for education, $14.20; 2 special teachers, in addition to the 45 regular teachers ; and the average monthly belonging, 1,570. — (State report. ) Lansing had 1,033 pupils as the average number belonging; 30 teachers, including 1 special teacher ; 37 pupils as the average to each teacher ; vocal music, Latin, and German taught ; school property worth $106,000 ; and the average monthly wages of men, $80.36; of women, $44. — (State report.) Muskegon reports 7 school buildings, with 1,400 sittings ; school property worth $81,309 ; and additional school room required. A comparative table shows an increase in the last eight years of 1,190 in the number of children of school age and of 407 in average daily attendance. The schools are divided into primary, grammar, and high, 4 years in each grade. The work in arithmetic in the primary grades was said to be very thorough ; i>enmanship as taught from copybooks was changed to more practical drill MICHIGAN. 163 through, exercises set on the blackboard. Much attention was also paid to composi¬ tion aud the general use of language in the higher grades. The enrolment in private and parochial schools was 500. — (Report and return.) Port Huron reports, in addition to the number of youth of school age and the total expenditures, only the value of its school property ($87,400) and the average monthly wages of teachers (men $75, women $32.54). The amount paid for superintendence and instruction during 1879-80 was $9,310 ; the number of school days taught, 197. — (State report and return.) Saginaw reports 6 different school buildings, with 1,616 sittings for study; school property valued at $100,000; the schools taught 195 days; special teachers in music, drawing, and penmanship ; and an enrolment of 500 in private and parochial schools. — (Return.) TRAINING OF TEACHERS. STATE PROVISION FOR NORMAL INSTRUCTION. The Michigan State Normal School, Ypsilanti, organized in 1852, is made by the constitution a part of the educational system of the State, and is under the control of the State board of education. Its sole aim is to prepare teachers for their work in all departments of the district and graded schools, and since its establishment more than 10,000 persons have attended its instructions, of whom (it is said in the State report for 1880) 843 completed one or other of its courses, graduating and teaching on an average more than three years each. The report for 1880 showed 404 in the model school, 71 in normal courses, and 58 graduates. Up to 1876 the school did much academic work, but in that year began to admit students on their diplomas of grad¬ uation from the public high schools. In 1878 there was a rearrangement by which its school of observation and practice was to represent all the departments of the best graded schools, so that applicants for admission to the normal school, if found deficient in their preparation for it, could have the means for such preparation there. This school, moreover, while under the charge of a principal and two skilled assistants, was to be taught by the normal school students in the main, under the direction and inspec¬ tion of their professors. The normal courses, too, which had been 2 years for common branches, 3 for full English, 4 for modern languages, and 4 for classical, were compressed and remodelled so as to give a common school course, an advanced English, and a language course of 1 year each, to be taken either singly or in succession as “normal professional courses.” With these newly arranged courses the school entered on more thoroughly professional work in a fine new building erected for it by the State. But either the 4 years’ language courses were not given up or they have been reintroduced in a modified form, for in the catalogue of 1879-’80 they appear again in connection with a 4 years’ English course, all termed “ normal academic courses.” — (State reports and catalogues.) The course in the science and the art of teaching organized in the University of Michi¬ gan in September, 1879, offered two courses of instruction for 1879-’80. The first in¬ clined to the practical and included school supervision, grading, courses of study, examinations, the art of instructing and governing, school architecture, school hygiene, school law, &c. The second semester took in the historical, philosophical, and criti¬ cal, embracing the history of education, comparison, and criticism of the systems of different countries, the outlines of educational science, the science of teaching, and a critical discussion of theories and methods. One instructor is reported at date of July 1, 1880, and 71 students, 47 of whom had already received academic degrees. In order to teach in the public schools, graduates, although college bred, are required to pass an examination. — (Announcement for 1880-’81 and return for 1879-’80.) OTHER NORMAL TRAINING. Mr. and Mrs. Hailraann’s Training Class for Kindergartners, which was opened in 1875 at Milwaukee, Wis., now reports from Detroit, where it had, June 24, 1880, 3 resi¬ dent instructors and 23 normal students. Nineteen pupils had graduated in the last scholastic year, and 14 were already engaged in teaching. The course of study can be completed in one year; a model school is attached to the institution. A prelimi¬ nary diploma is given on completion of the course and a final diploma after two years’ experience in teaching. — (Return.) Teachers’ courses are reported in 5 colleges. At Adrian there was a 2 years’ course; at Albion, 2 courses of 3 and 4 years; at Battle Creek, a 4 years’ course and at the opening of each college year an 8 weeks’ drill for teachers; at Hillsdale, a normal course lasting 2 years ; and at Olivet College, a ladies’ course of 4 years. — (Catalogues. ) teachers’ institutes. The State superintendent says that until some four years ago teachers’ institutes, being considered an expensive luxury, were only held, for the twenty years preceding, attherateof about ten a year. The institute law of 1877 inaugurated a definite system, embracing an institute each year in every county of the State and a State institute 164 REPORT OF THE COMMISSIONER OF EDUCATION. for the conductors and instructors in these local institutes. The result has been to bring to the service of the State a well trained corps of instructors, who have carried the best methods of teaching and discipline to the teachers of the primary schools, and so have done much to awaken public sentiment to the need of improvement in the rural districts. Training classes in connection with the larger city systems of schools have latterly become an established feature of their work. Public interest in the work of the institutes has steadily increased since 1877, and the interest in the newer northern counties has been especially marked. The whole number held during 1879-’80 was 65 ; total attendance, 4,482 ; average at each institute, 69. The State institute was not held in 1880, as the institute ol 1879 went over the ground of two years and prepared a syllabus of work for the series of 1879-80 and 1880-’81. — (State report.) EDUCATIONAL JOURNALS. The Michigan Teacher, published at Niles (and for a short time at Ypsilanti), dated from January, 1866. The School, published at Ypsilanti, dated from 1872. Both of these monthlies became a part of the Chicago Educational Weekly in January, 1877. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. The establishment of a practicable scheme of secondary education was the work of more than a score of years. Union and high schools were not ingrafted into the Michigan system of education until ten years after the State had an existence. To¬ day the graded schools are educating nearly one-half of the school population of this State, and they furnish secondary education of a more or less extended character to about 400 communities. The number of graded and high schools reported in 1879-80 by the township inspectors was 389, an increase of 36 over the previous year; the number of pupils studying Latin was 1,671, Greek 194, French 417, and German 2,332. During the past few years the relation of the high school to the normal school and the university has been more clearly defined by the admission of their graduates to the latter since 1871 and to the former since 1876 on a diploma from any approved school. The feeling has also grown up, says the State superintendent, that the work for the schools of the smaller villages is quite distinct from that of the high schools of the large villages and cities, and he thinks that with the adoption of a ten years’ course of study a new era will dawn for the schools of the smaller villages. Some of the cities report as to their high schools as follows : Adrian, a Latin-scientific and a scientific course of 4 years, a Latin and English course of 3 years, and a commercial course of 2 years ; Ann Arbor, classical, Latin, English, scientific, and commercial courses ; Detroit (by return), 718 pupils enrolled in the high school and 591 in average daily attendance; East Saginaw, 190 enrolled and 145 in average daily attendance ; Grand Rapids, English, classical, Latin-scientific, scientific, and engineering, French, and German courses ; Muskegon, 2 courses, Latin and English-scientific, of 4 years each ; and Saginaw, 89 sittings, 2 teachers, 102 enrolled, with 88 in average daily attendance. — (State and city reports and returns.) > OTHER SECONDARY SCHOOLS. For statistics of business colleges, private academic schools, preparatory schools, and preparatory departments of colleges, see Tables IY, VI, VII, and IX of the appen¬ dix following ; for summaries of their statistics, see corresponding tables in the report of the Commissioner preceding. SUPERIOR INSTRUCTION. COLLEGES FOR YOUNG MEN OR FOR BOTH SEXES. The University of Michigan, Ann Arbor, chartered in 1836 and organized in 1841, is a non-sectarian institution which, through aid from the State and from the proceeds of United States land grants, offers tuition at very low rates to all who are qualified for admission. It is governed by a board of regents who are elected for 8 years’ terms.* The university comprises a department of literature, science, and the arts, schools of medicine and surgery, law, pharmacy (dating from 1868, but not recognized as a separate organization until December, 1876), dentistry (dating from 1874), and a homoeopathic medical college (from 1875). Women were first admitted to the uni¬ versity in 1870-’71. The admission of pupils from certain accredited high schools with¬ out further examination was first tried in 1871-’72 ; in 1880 there were 16 high schools holding this relation to the university. In 1875 a school of mines was established, and in 1876 a school of architecture, but these were partially discontinued in 1876-77, owing to a failure of appropriations. Temporary arrangements were made, however, in 1878-’79 for a continuance of the school of mines through that year, but instruction in the school of architecture was still suspended. In the department of literature, science, and the arts different courses lead to the degrees of b. a., b. s., pii. b., b. l., MICHIGAN. 165 c. e., and m. e., but after 1881 the PH. b. ’will not be conferred and c. e. and M. e. will be given only as second degrees. Modifications were made in 1878 in tbe literary and scientific department : elective studies were allowed in all save tbe engineering courses ; a certain number of persons were permitted to take special subjects without studying for a degree ; those desiring degrees were required to take a certain number and kind of studies, and any one was permitted to take his degree when the preparation for it was complete, even if in advance of the ordinary time. An English course in continuation of that in some high schools was also introduced. These changes are said to have given a great im¬ petus to the literary department, so that in the following year the number of students was increased about 20 per cent. A professorship of the science and art of teaching was established in 1879, so as to give systematic instruction in x>edagogy in this insti¬ tution. The report for 1880 shows a steady advancement in the great work for which the university was organized. The year was distinguished by largely increased at¬ tendance, by decided improvement in the standard of scholarship in all departments, and by order and harmony in the internal working of the university. The total of students in 1870 was 1,110; in 1879-’80 it was 1,427, of whom 448 were in the college proper, the others in the professional schools. This increase is very gratifying, espe¬ cially as the requirements for admission and graduation were much more stringent in the latter year. There were 138 women attending during the year, and 59 of those in the literary department were candidates for degrees. Since 18*41 about 8,000 students have been under instruction here. — (Reports of the university since 1870 and presi¬ dent’s report for 1880.) The other colleges reporting (all giving instruction to women) are Adrian, Albion, Battle Creek, Hillsdale, Hope, Kalamazoo, and Olivet, Grand Traverse having been sus¬ pended in 1879 for repairs and completion of buildings. All report preparatory and classical courses ; all, except Hope, scientific courses (Albion adding a Greek-scientific and a Latin-seientific course in 1878- 79). Normal courses were found in all but Hope and Kalamazoo ; while Battle Creek had a 4 years’ normal, with a 4 years’ minim, depart¬ ment composed of children under 14 and forming a practice school for the normal students to work in. Battle Creek had also a commercial course, and Hillsdale a com¬ mercial and telegraphic course. Adrian and Hillsdale Colleges had philosophical courses, while music, drawing, painting, and some of the modern languages enter into the curriculum of the majority. All these colleges were organized before 1870, except Battle Creek, which dates from 1874. For statistics, see Table IX of the appendix; for a summary of them, the report of the Commissioner. SUPERIOR INSTRUCTION OF YOUNG WOMEN. As heretofore stated, coeducation of the sexes is very general in the colleges through¬ out the State. For institutions especially devoted to young women, see Table VIII of the appendix, and a summary of this in the report of the Commissioner preceding. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. The Michigan State Agricultural College, Lansing, the first of the existing agricult¬ ural colleges of the country, chartered in 1855, was opened to students in May, 1857. The regular course is 4 years, and there are also select and graduate courses. The en¬ deavor is to give students the benefits of daily manual labor, to prosecute experi¬ ments for the promotion of agriculture and horticulture, to afford instruction in such courses of study as apply to science in its relations to military pursuits and the various arts of life, and to offer a general education to the farming classes. Horticulture, ag¬ ricultural chemistry, stock breeding, building, mechanics as applied to implements, surveying, levelling, and the laying out of grounds are taught in the course. The professors take part in winter institutes which are held in various portions of the State under the auspices of the State board of agriculture. The degree of B. s. is conferred on students completing the full college course and passing the proper examinations ; that of M. s., on graduates of 3 years’ standing who have been engaged for 2 years in scien¬ tific studies and have presented an acceptable thesis. — (Catalogue, 1880-’81.) The University of Michigan and 6 of the colleges report scientific courses. The uni¬ versity course comprises civil, mechanical, and mining engineering, also special and advanced courses in palaeontology, zoology, botany, physics, astronomy, and chem¬ istry. For statistics of scientific schools, courses, and departments, see Tables IX and Xof the appendix, and the summaries of them in the report of the Commissioner preceding. PROFESSIONAL. Theological courses are found in Adrian (Methodist Protestant), Battle Creek (Seventh Day Adventist), and Hillsdale (Free Will Baptist) Colleges. In the first the length of course is not given, but the studies indicate a 3 years’ course; in the second there is a 166 REPORT OF THE COMMISSIONER OF EDUCATION. 3 years’ course, with two years biblical preparatory ; in the third, a 3 years’ course and a preparatory class. A fair acquaintance with English studies must be shown by all desiring admission to these schools. — (College catalogues.) A legal education is furnished by the law department of "Michigan University. The course is 2 years, one term of 6 months each year. A good English education is re¬ quired for entrance. The students have class recitations and examinations daily in addition to the usual course of lectures. The faculty was strengthened during the year by the addition of a new chair. Students in 1879-80, 395 ; graduates, 175. — (Cata¬ logue and return. ) Medical instruction is given in the Department of Medicine and Surgery and the Homoeopathic Medical College, both connected with the University of Michigan, and in the Detroit Medical College. The first and last are “regular” schools. In these, as also in the pharmacal and dental schools of the State University, there are prelim¬ inary examinations for non-graduates. The two schools of the university have had 3 years’ graded courses of 9 months each year since 1877 and made these obligatory for 1880-’81. The Department of Medicine and Surgery has also 2 optional courses in physiological and pathological chemistry and in toxicology. Both medical schools report an increased attendance during 1879-’80. In the Detroit Medical College, after the session of 1880-’81, there will be a preliminary examination, an increase of the regular term to six months, obligatory attendance on three regular terms instead of two, the grading of both practical and didactic studies, largely increased practical work during the first two courses, daily clinical work during the entire last course, and a division of students into three distinctly graded classes. — (Announcement, 1880-’81.) A new medical school, the Michigan College of Medicine, at Detroit, is reported for 1880. Its rank is yet unknown. The Dental College of the University of Michigan, organized in 1875, reports for 1879-80 a 2 years’ graded course, with one of 3 years strongly recommended. The re¬ quirements in 1880 were as follows: attendance on 2 full lecture courses of 6 months each, with 3 years of study; a thesis; and satisfactory specimens of dental work, oper¬ ative and mechanical. The School of Pharmacy , also connected with the university, reported as require¬ ments for graduation a graded course, 2 years of 9 months each; daily recitations and lectures, with daily work in the laboratories of 4 to 5 hours during 3 semesters in analytical chemistry, one semester in micro-botany, and one in pharmacy. — (An¬ nouncements, 1879-’80 and 1880-’81.) For statistics of the above professional schools, reference is made to Tables XI, XII, and XIII of the appendix, and summaries of these in the report of the Commissioner preceding. SPECIAL INSTRUCTION. EDUCATION OF THE DEAF AND DUMB AND THE BLIND. The Michigan Institution for Educating the Deaf and Dumb and the Blind , Flint, was founded in 1854. Commencing in that year with 12 pupils (11 deaf and dumb and 1 blind), the number has increased until an annual average attendance of 250 has been reached. From 1854 to the close of 1879-80, the “whole number under instruc¬ tion was 832. Of these, 659 were deaf and dumb and 173 blind. In 1879-’80 there were 243 pupils reported. For several years the attendance has been such as to greatly crowd the institution, so that by an act of the legislature in 1879 provision was made for the removal of the blind. This removal was to Lansing, where in September, 1880, a school was opened with the title of “Michigan School for the Blind.” Not¬ withstanding the withdrawal of this class of unfortunates, the autumn of 1880 found as many deaf and dumb in the institution as would equal the combined numbers of both classes present one year before. The common school branches, including the elements of natural philosophy, chemistry, physiology, astronomy, &c., are taught. The usual industries are continued, except tha,t at the opening of the term in 1880-’81 the broom and basket shops were removed, with the other effects belonging to the blind department. — (Biennial report and return.) The Evangelical Lutheran Deaf and Dumb Institution, Norris, which is under the con¬ trol of the aid society of that denomination, was founded in 1873. Since that period 70 pupils have been instructed in religion and the common branches, while in 1879-’80 there were 36 pupils and 3 instructors. The average number of years spent in the institution is six; articulation and lip reading are taught. — (Return, and report of the board of corrections and charities. ) The Class in Articulation for the Deaf, founded in Aurora, N. Y., in 1871, and removed to Marquette, Mich., in 1879, is under private control. The usual public school branches were taught by one instructor to 3 pupils in 1879-’80. — (Return.) EDUCATION OF POOR AND NEGLECTED CHILDREN. The State Public School for Dependent Children , Coldwater, was incorporated in 1871 find organized in 1874. The system in this school is the family and congregate com- MICHIGAN. 167 bined. The children work, eat, and attend school together in the main building, but in all other respects form separate families of 25 to 30 members. Since the opening of the school 944 dependent children have been admitted and over 500 have been placed in homes. The average number annually placed in families is about a hun- dred. Children are admitted between the ages of 3 and 12 years. They are instructed in shoemaking, sewing, knitting, farming, and general housework, in addition to studies equivalent to those from the first primary through the third intermediate grade. All but the youngest attend school 4\ hours each day. In the lowest rooms the instruction is largely oral, with the aid of object lessons. Industrial employments occupy about 3 hours daily. Telegraphy is also taught by one of the boys. — (Report and return.) The Detroit Industrial School, incorporated in 1859, is a private institution in which poor children are taught the common English branches, also to sew and knit and to assist in making their own clothing. The school session is from 9 to 3, and at noon a warm dinner is furnished. — (Report of the board of corrections and charities.) The Home of the Friendless, Detroit, established in 1861, affords temporary shelter to destitute women and girls till they can find employment. It also provides a home and teaching for destitute and homeless children between 2 and 12 years of age. During 1880 there were 155 children instructed and clothed. — (Report of the board of correc¬ tions and charities.) The Protestant Orphan Asylum, Detroit, provides, as far as possible, homes in good families for orphan and homeless chilren, whom it prepares for such homes by instruc¬ tion in the ordinary English branches, as well as in sewing and general housework. Inmates, 40 in 1880. — (Report of the board of corrections and charities.) St. Vincent’s Orphan Asylum, also at Detroit, was organized in 1851, but was not incorporated until 1871. Good homes are provided for many children ; to those in the asylum various branches of an English education and vocal music are taught. Instruc¬ tion is also given in sewing, embroidery, knitting, cookery, and general housework. — (Return, and report of the board of corrections and charities.) St. Vincent’s Hale Orphan Asylum, Detroit, has been in operation twelve years. Its advantages are restricted to boys between the ages of 5 and 12 years, and it is designed to obtain for them homes, for which they are prepared by such education as time will permit to be given. — (Report of the board of corrections and charities.) REFORMATORY AND INDUSTRIAL TRAINING. The Michigan State Reform School, at Lansing, opened for the reception of inmates September 2, 1856, had committed to it from that date to September 30, 1880, 2,312 per¬ sons, 316 of these being present in 1879-’80. The age of commitment was 7 to 16 up to 1867 ; subsequently, 10 to 16. By an act of April 28, 1877, the boys were to be kept until their eighteenth year, unless discharged earlier by reason of good conduct. The importance of self control and self respect is impressed on them, and, with the possi¬ bility of discharge before them, they seem disposed to conduct themselves well. The institution has gradually changed since 1856 from a prison to a school with no prison-like surroundings. During 18?9-’80 the boys made good progress in the school and work rooms, and the institution was in a prosperous condition in every department. Military drill was introduced a few years ago, and the boys are said to have attained great profi¬ ciency in the manual of arms and in soldierly bearing. — (Report and history of the institution. ) Reform School for Girls, Adrian. — By act of 1879 the sum of $30,000 was appropri¬ ated for a site and building for this school. The site chosen was near Adrian, and a building was commenced in the summer of 1880. The institution will probably be opened in the autumn of 1881. The general supervision and government are to be invested in a board of control to consist of four women and two men. — (Report of the board of corrections and charities.) The Detroit House of Correction reported 2,155 inmates in 1880. Among these were 327 who could neither read nor write and 135 who could read but not write. The elementary English branches are taught and several industries. The inmates showed zeal and earnestness in their allotted tasks, and at the closing exercises of the school a number of well written and thoughtful essays were prepared for reading in public. The industries, such as chair, cradle, and bedstead manufacture, were pushed for¬ ward with energy, and the articles were reported to be well made. — (Report.) The Michigan State House of Correction and Reformatory , established in 1877 at Ionia, was for males from 16 to 25 years of age. By act of 1879 all limitations as to age were removed and some changes were made as to the class of persons to be admitted. Since 1877, 2,384 persons have been committed to the institution. Of the 886 inmates received during 1879-’80, the justices’ courts sent 496 between the ages of -26 and 77. The elementary branches, cigar making, shoemaking, tailoring, and baking are taught, and all who are able are expected to perform some manual labor. — (Return and report of the board of corrections and charities. ) In the State Prison at Jackson a department of education was instituted during 1880. 168 REPORT OF THE COMMISSIONER OF EDUCATION. The schedule of studies includes the elementary branches, United States history, book¬ keeping, civil government, natural philosophy, physiology and hygiene, and mental and moral philosophy. The regular course will extend over 3 years, and sessions will be held each evening, Sundays excepted. — (Educational Weekly, January 6, 1881.) EDUCATIONAL CONVENTIONS. STATE ASSOCIATION. By act of February 12, 1857, the formation of teachers’ associations became a part of the law, yet these gatherings were evidently instituted prior to that date, as the ses¬ sion held at Lansing December 28-30, 1880, is called the thirtieth annual meeting. The opening address for the year 1880 was by Dr. Malcolm MacVicar, the new princi¬ pal of the State Normal School, on “The teacher and his work.” The object of this discourse was to show that the teacher should aim to produce in his pupil three results: power, or the ability “to bring to pass,” habit, and knowledge. President C. B. Thomas considered “The association and the educational interests of the State.” He said an association should be the heart, to quicken the educational pulse in the remotest district; the ear, to gather notes of progress from every point of the compass; the voice, to cry that the paths of educational progress be made straight. The next subjects discussed were “The proper sphere of the village high school;” “Text books versus better methods in the school room;” “Methods in history ;” and “The place of technical grammar in the schools of to-day,” in which Prof. I. N. Demmon maintained that grammar cannot be dispensed with if accurate linguists are to be produced. Hon. C. A. Gower, State superintendent of public instruction, chairman of the com¬ mittee on “needed legislation,” presented a number of educational topics, which were largely discussed. The discussion resulted in a general expression of the desire of the association to have the best kind of supervision and much of it ; to have a board to examine teachers, this board to be a central State board composed of specialists ; to have a different examining and supervising power; and to have the province of the State superintendent enlarged, his pay increased, &c. The evening’s session was occu¬ pied by Wm. I. Marshall with an illustrated lecture on the Yellowstone National Park. The topics of the last day were “The new botany,” by Prof. W. J. Beal, Agricultural College, Lansing; “Primary errors,” by W.N. Hailmann, Detroit; and “ To what extent do the strictures of Mr. Charles Francis Adams, in the November Harper’s Monthly, apply to Michigan superintendents?” by Prof. W. H. Payne, of the University of Michigan. A paper by H. N. French, of Kalamazoo, on the university diploma system, caused animated discussion. The intention of the paper was to show that the diploma system works injustice to those schools not enjoying this privilege. The last paper read, “A study in natural science,” was accompanied with practical illustrations. An address on “School boards : their responsibilities to the people and their duties to the schools,” by Judge Thomas A. Cooley, of Ann Arbor, appears in the transactions of the association. After the election of officers the meeting adjourned. — (Laws, State report, and Educational Weekly.) OBITUARY RECORD. PROF. JAMES CRAIG WATSON, LL. D. This eminent astronomer was born in Elgin County, Canada West, January 28, 1838, of American parents, who soon afterward settled in Michigan. Graduating at the University of Michigan in 1857, he became teacher of mathematics there and assistant in the observatory. He was appointed professor of astronomy, 1859 ; of physics and mathematics, 1860 ; and from 1863 to 1878 was director of the Ann Arbor Observatory. In the course of his connection with the university he added 23 new planetoids to the list of those already known, and also discovered the planet Vulcan. He was the author of a number of astronomical works and a valued contributor to many scientific journals. Professor Watson was often called on to take charge of Government expe¬ ditions for astronomical observation ; he was in this way sent to Mount Pleasant, Iowa, in 1860, and to Wyoming Territory in July, 1878, to observe solar eclipses ; to Carlentini, Sicily, in 1870, also to observe an eclipse of the sun; and to Pekin, China, in 1874, to observe the transit of Venus. For his different discoveries and contribu¬ tions to the world’s knowledge he received, in 1870, the award of the gold medal of the French Academy of Sciences ; was made member of the National Academy of Sciences, in 1867 ; of the American Philosophical Society, in 1877 ; of the Royal Academy of Sciences of Italy, in 1870 ; and in 1875 Knight Commander of the Imperial Order of the M6djidie, of Turkey and Egypt. The University of Leipzig, in 1870, and Yale College, in 1871, conferred on him the degree of ph. d. ; and Columbia College, in 1877, the degree of ll. d. In 1879 he left Ann Arbor to take charge of the new observatory of the Wisconsin State University, at Madison, where he was engaged in astronomical experiments at the time of his death, November 23, 1880, at the age of 43. — (Scientific American, Journal of Education, Teachers’ Guide, and Educational Weekly.) MICHIGAN 169 CHIEF STATE SCHOOL OFFICER. Hon. Cornelius A. Gower,1 State superintendent of public instruction, Lansing . .1 [Term, by appointment, from September 3, 1878, to January 1, 1879 ; by election, from January 1, 1879, to January 1, 1881.] Other superintendents in the ten years have been Hon. Oramel Hosford, 1865-1873 ; Hon. Daniel B. Briggs, 1873-1877 ; Hon. Horace S. Tarbell, 1877-1879, Mr. Tarbell resigning before the expiration of his term. Mr. Gower has been succeeded by Hon. Varnum B. Cochran; term, 1881-1883. 170 REPORT OF THE COMMISSIONER OF EDUCATION. SUMMARY OF EDUCATIONAL STATISTICS 1870-71. 1871-72. 1872-73. 1873-74. 1874-75. POPULATION AND ATTENDANCE. Youth of school age (5-21) - 169, 017 180, 020 196, 065 210, 194 218, 641 Whole enrolment in public 157, 507 179, 528 172, 705 181, 623 137, 809 schools, a Number of these in graded 17, 681 13, 925 23, 676 23, 255 34, 308 schools. Different pupils in public 113, 983 120, 352 124, 583 128, 902 130, 280 schools. Average daily attendance in 101, 377 110,711 109, 780 126, 605 71, 292 them, a Average attendance in graded schools. 18, 808 Pupils in schools other than 2, 622 2, 900 2,724 3,814 public. SCHOOL DISTRICTS AND SCHOOLS. Number of school districts .... 2, 732 2, 933 3, 137 3,266 3, 362 Number of these reporting .... 2, 646 2, 836 2, 881 3,114 Districts with graded schools.. 24 23 42 49 35 Number of such schools . 251 214 369 151 222 Public school-houses reported . 2, 310 2, 470 2, 568 2, 758 276 2, 975 Number built within the year . 228 229 228 242 Cost of these as completed .... $170, 186 $150, 156 $203, 712 $253, 554 $208, 030 Valuation of all public school 1, 758, 133 1, 783, 326 2, 089, 201 2, 338, 700 2, 808, 156 property. Number of different public 3, 803 4,207 4,356 4,610 3,085 schools. Average time of such schools 133 132 132 133 ' 120 in days. Schools other than public re¬ 20 19 28 36 ported. TEACHERS AND THEIR PAY. Men teaching in the public 1,482 1,656 1,639 1,834 1,604 schools, a Women teaching in the same a . 2,903 3, 056 3,567 3,648 3, 096 Whole number employed a .... 4,385 4,712 5, 206 5, 482 4, 700 $41 36 Average monthly pay of men . . $37 68 $37 39 $37 84 $41 46 Average monthly pay of women 25 51 24 57 26 84 28 91 28 91 Teachers in schools other than 85 93 76 106 564 public. INCOME AND EXPENDITURE. Whole income for the public $1, 112, 113 $1, 066, 598 $1, 093, 706 $1, 254, 100 $1, 861, 158 schools. Whole expenditure for them . . 1, 011, 657 990,936 942,333 1, 155, 542 1, 158, 447 STATE SCHOOL FUND. Amount of such fund available. $2, 544, 076 $2, 773, 098 $2, 907, 624 $3, 030, 127 1 $3, 200, 127 a Including number in both winter and summer MINNESOTA. 171 OF MINNESOTA — 1870-’71 TO 1S79-’S0. 1875-76. 1876-77. 1877-78. 1878-79. 1879-80. Increase or de¬ crease since 1878-79. Increase or de¬ crease since 1870-71. 228, 362 238, 362 271, 428 203, 278 231, 397 242, 480 23, 748 30, 506 35, 078 31, 916 36, 700 I. 4, 784 I. 19, 019 151, 866 162, 551 167, 825 171, 945 180, 248 I. 8, 303 I. 66, 265 130, 768 153, 099 157, 070 I. 3, 971 I. 55,693 14, 094 19, 519 22, 779 20, 448 24, 372 I. 3, 924 9, 500 10, 000 3, 581 3,700 3, 811 4,001 4,244 I. 243 I. 1,512 31 61 78 63 85 I. 22 I. 61 3,119 3, 141 3, 280 3, 416 3,693 I. 277 I. 1, 383 $157, 512 $399, 835 2, 763, 463 $2,999, 424 3, 382, 352 $3, 084, 026 $3, 156, 210 I. $72, 184 I. $1,398, 077 3, 329 100 84 88 92 94 I. 2 D. 39 1,487 1,711 1, 757 1,797 1,874 I. 77 I. 392 2, 916 3, 031 3,115 3, 210 3, 341 I. 131 I. 438 4,403 4,742 4, 872 5, 007 5, 215 I. 208 I. 830 $34 80 $36 75 $37 52 $35 78 $35 29 D. $0 49 D. $2 39 29 19 28 31 28 12 27 23 27 52 I. 29 I. 2 01 410 $1,982,642 oi eo 00 T— H _ _J&_ $1, 452, 656 $1,394,738 $1,528, 011 I. $133,273 I. $415,898 1,530,883 1, 181, 327 1,494, 685 1,394,738 1,706,114 I. 311,376 I. 694, 457 $3, 191, 042 |$3, 278, 569 | $3, 850, 964 | $4, 050, 730 $4, 449, 728 I. $398,998 I. $1,905, 652 schools, and consequently many duplicates. 172 REPORT OF THE COMMISSIONER OF EDUCATION. STATE SCHOOL SYSTEM. OFFICERS. For tlie common scliools of the State there has been during the 10 years included in this report a State superintendent of public instruction appointed by the gov¬ ernor, with consent of the senate, for a 2 years’ term. Under him have been county superintendents of schools, appointed in the earlier years of the decade by the county commissioners and from 1877 elected by the people, in each case for a term of 2 years.1 In common school districts there have been 3 trustees elected by the people for 3 years’ terms after the first election, one to be changed each year. In independent districts (which have been allowed since 1865) there have been boards of education composed of 6 directors chosen by the people for terms of 3 years after the first election, one-third to be changed yearly. These boards may elect a superintendent for their schools, who, when chosen, becomes a member of the board ex officio, but without a vote in it. Women may vote for school officers and may hold school offices. — (School laws.) OTHER FEATURES OF THE SYSTEM. The means for the support of the State common schools have come from the pro¬ ceeds of a State school fund and of a State tax, which was 2 mills on $1 till 1875 and was then made 1 mill ; from an optional district tax, not to exceed 9 mills on $1 for schools or $10 for school-houses, in any ordinary case ; and from the proceeds of fines, estrays, and liquor licenses. To receive the State money, schools must be free to all resident youth 5 to 21 years of age, must be taught by a duly licensed teacher, must be kept open at least 3 months yearly, and must have had the enrolment of State scholars in them reported to the proper officers. The teachers in them must be duly licensed and must keep and present to the county superintendent and district clerk a register of the scholars taught before they can draw pay for services. Since 1877 the text books for use in them have been furnished by the State at a certain stipulated price.— (Laws of 1869, 1873, and 1877.) GENERAL CONDITION FOR TEN YEARS. During the whole decade a steady stream of population has been flowing into the State, and the increase in public schools, school-houses, and enrolment seems to have fairly met the demand for elementary instruction thus created. The better and fuller education given in systematically graded schools seems also to have kept fair pace with the growth of organized communities, though fluctuating somewhat in the middle period from the financial disturbances of that time. A high school law, with some features of resemblance to the one which did much to increase secondary training in the State of Maine from 1873 to 1879, was passed in this State in 1877, with a view to preparing students for the State university. Although somewhat defective, it materially stimulated instruction in high school studies, 42 schools receiving aid from it in 1878-79, against apparently only 20 in the previous year, and these 42 having 1,706 pupils in high school work. But the schools that perhajis most of all need encouragement and stimulus— those of the small districts, with correspondingly small means — have been consigned to short school terms, with ill paid teachers, by the reduction of the State tax for schools from 2 mills on $1 to 1 mill in 1875, a mistake not rectified up to 1880. Before this reduction a great improve¬ ment was reported in the general qualifications of the teachers in State schools, and this improvement had secured, as may be seen, a corresponding increase in the aver¬ age rate of pay. After the lowering of the tax rate the average pay of male teachers went down considerably, and the number of such teachers correspondingly decreased, that of females also falling off considerably. It was not till the last year of the decade that the pay of teachers approximated what it had been in 1873-’74, while the number of both sexes remained less than in that year, though the number of children to be taught and of those actually taught in public schools had meanwhile greatly increased. More pupils to a teacher, with less pay for instruction of this greater number, would hardly seem to indicate as good results, upon the whole, in the last six of the ten years as in the earlier four. KINDERGARTEN. As early as 1869 a Kindergarten was established at St. Paul, which, at the last ad¬ vices, still survived. In 1880, 6 appear to have been in operation at St. Paul, Minne¬ apolis, and Winona, 1 having been established at the last named place in the autumn of that year in connection with the model department of the State Normal School there, with a view to the instruction of the normal pupils in Frobel’s methods. For those reporting, see Table Y of the appendix, and a summary of it in the report of the Commissioner preceding. 1 The county superintendents appointed by the commissioners were to be persons of high moral char¬ acter and literary attainments, as well as bearers of first class teachers’ certificates. For those since elected by the people no qualification, moral or literary, is prescribed. MINNESOTA. 173 CITY SCHOOL SYSTEMS. OFFICERS. Cities organized under tlie general school law as independent districts must have boards of education composed of 6 directors, 2 of whom, after the first election, are chosen annually by the people for terms of 3 years. Those under special laws (of which there are at least 4) vary as to their school boards — Minneapolis, from 1878, hav¬ ing a hoard of 7 members ; St. Paul, from 1879, one of 12 ; Stillwater, from 1863, one of 4, with the mayor as president ex officio ; and AVinona, from 1878, one of 8 mem¬ bers. All these boards delegate to superintendents chosen by themselves the chief executive authority over the city schools. STATISTICS. Cities. Population, census of 1880. Children of school age. Enrolment in public schools. Average daily at¬ tendance. Number of teachers. Expendi¬ ture. Minneapolis . gt Pant _ - 46, 887 12, 806 6, 142 4, 248 120 $108, 444 41, 498 9, 054 4, 338 1, 006 1, 713 3, 030 96 133, 399 24, 120 wfl.+.fvr _ 800 20 Winona . 10, 208 1, 166 31 28, 974 ADDITIONAL PARTICULARS. Minneapolis reports for 1879-J80 the possession of 14 school buildings, with 123 rooms for study and recitation and 24 for recitation only, the sittings for study numbering 5,618. These buildings, with their sites, furniture, and apparatus, were valued at $378,762. Instruction in music, drawing, and penmanship was given by special teachers. The pupils in the high school numbered 264, of whom 5 were reported as studying Greek, 210 Latin, and 8 German; class for graduation, 27. — (Return and State report.) St. Paul had 14 school buildings, with 86 rooms and 3,728 sittings for study. Twelve of the buildings were owned by the board. The 14 buildings accommodated 75 schools, and were valued, with other school property, at $251,000. Schools were classified as primary, intermediate, grammar, and high, the whole course covering 12 years, of which 4 belonged to the high school. Each of the 8 grades below this was divided into 2 classes 20 weeks apart in their work, so that promotions were made twice in each year. Several of the Quincy and other approved methods of instruction were adopted during the year ; while lessons in botany, zoology, physiology, and natural philosophy were arranged for every grade and class, accompanied with as much object teaching as possible. Drawing was taught in the first three grades by the instructor in penmanship, and arrangements were made for teaching music by a specialist in the sixth, seventh, and eighth grades from the beginning of the school year 1880-’81 and for preparing the existing teachers to aid in the instruction to be given in this branch. For the preparation of young persons proposing to teach, a practice class was formed in April, 1880, from graduates of the high school and others possessing certificates of literary qualifications, and by recitations, discussions, practice, and observation they were prepared to some extent for positions in 1880-81. No less than 30 of the teachers in the city schools in 1879-’80 were said by the superintendent to be graduates of the high school ; in which school were, for that year, under 9 teachers, 186 pupils, 15 of them studying Greek, 117 Latin, 54 German. There were 24 in its graduating class. — (State and city reports and return.) Stillwater had four public school buildings, with 11 rooms for primary classes, 6 for grammar, and 2 for high, all affording 1,100 seats for study, and valued, with sites, furniture, and apparatus, at $100,500. Music was taught in them by a special teacher in 1880. Its high school had 53 pupils, 24 of them studying Latin, and was to gradu¬ ate 7. Its principal served also as city superintendent, but had two assistants. Be¬ sides the x^dblic schools there were 4 private or church schools, with seats for 600 pupils, with about that number enrolled and about 400 in average daily attendance. (Return and State report.) Winona reported 3 school buildings, with 12 rooms for primary, 12 for grammar, and apparently 5 for high school grades or classes. It employed a special teacher of pen¬ manship. In its high school, under 5 teachers, were 106 pupils, 4 of them in Greek, 44 in Latin, 38 in German, and 13 expecting to graduate. The city school property was valued at $137,500. Besides the public schools, there were 4 private or parochial, hut the enrolment and attendance in these are not given. — (Return and State report. ) 174 REPORT OF THE COMMISSIONER OF EDUCATION. TRAINING OF TEACHERS. STATE NORMAL SCHOOLS. The 3 State schools for preparing teachers continued in 1880 their work at Mankato , St. Cloud, and Winona under the same general direction of the State normal school board reported in 1879, and with the same 3 years' courses at the first two named and a 4 years' course at Winona.1 In each of the schools there is an elementary course meant to prepare for teaching in the lower grades of schools, with an advanced course to prepare for teaching in the higher grades, and each has a model school. At Winona, a private Kindergarten in the normal school building formed an additional advantage. The instructors in 1879-’80 at the 3 schools numbered 28; the normal students, includ¬ ing preparatory, 453 ; model school pupils, 273 ; graduates of the year, 78. In the autumn of 1880, with like teaching force, the normal students at Winona and Mankato, including preparatory, were 342 ; model school, 192. St. Cloud did not report these for that time separately.2 — (First biennial report of normal school board, with cir¬ culars of schools.! OTHER NORMAL TRAINING. In the State report for 1878-’79 and 1879-’80 appear statements from the Minneapolis Academy, Minneapolis, and Rochester English and Classical School, Rochester, that the former had a teachers' course, the length of which is not given, and that the lat¬ ter forms at the beginning of each term a teachers' class for instruction in methods of teaching and for special drill in all the branches required by law. Normal courses were offered also in High Forest Methodist Episcopal Seminary, High Forest ; at Wes¬ leyan Methodist Seminary, Wasioj a; and at Gustavus Adolphus College, St. Peter; those at the last two being of 3 years. TEACHERS’ INSTITUTES. Since 1869 it has been the duty of the State superintendent to organize and hold each year teachers’ institutes in such counties as he could. Since March 7, 1873, the requirement has been that in the sparsely settled counties he shall hold as many such institutes as he shall find practicable, each to continue one week at least, and that in the thickly settled ones he shall annually hold as many normal training schools as he shall deem advisable for the benefit of teachers who desire such training but are una¬ ble to attend a full course at the State normal schools. In the former case he is to invite the aid and cooperation of the county superintendent within whose county the institute is held, and in all cases is to employ such instructors and lecturers as, with other expenses, will not bring the cost above $100 for a session of one of the first men¬ tioned or $100 a week for the sessions of the second. Since 1876 the superintendent has had in these meetings the aid of instructors from the State normal schools. Six¬ teen to 20 meetings are held yearly and about 20 per cent, of the teachers are reached. (Laws and State report for 1880.) EDUCATIONAL JOURNALS. From 1867 to 1875 the Minnesota Teacher served as the educational paper of the State and did a useful work. In the latter year it was consolidated with the Chicago Teacher, the title of which was changed to Western Journal of Education. The Northwestern Teacher, started by one of the editors of the former paper at the same place (St. Paul) in 1875, seems to have had a brief life, only one number having reached this Bureau. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. Previous to 1877, high schools existed but as higher grades in graded school systems. In that year an act was passed to encourage the formation of high schools and raise their standard, with a view to making them feeders of the university. The report of the State superintendent (who was president of the high school board) for 1880 esti¬ mated that there were then “probably some 30” graded schools that, had “fixed a definite point of attainment as the beginning of a line of study to be continued through 2 or 3 years as a high school course.” But these were not so indicated as to enable any person unacquainted with them to get at their statistics in his table of graded schools. In 5 schools, however, it appears that 27 pupils were studying Greek ; that in 46 were 996 studying Latin ; that in 11 were 784 studying German ; and that in 1, at St. Paul, 38 were studying French. 1 Mankato and Winona had also preparatory classes. 2 The school at Mankato secured as principal in 1880 Hon. Edward Searing, long the State superin¬ tendent of Wisconsin. The St. Cloud school in 1881 lost its principal through his elevation to the office of State superintendent of Minnesota. MINNESOTA. 175 OTHER SECONDARY TRAINING. In Tables IV, VI, and IX of tlie appendix may be found the statistics of business colleges, private academic schools, and preparatory departments of colleges ; in corre¬ sponding tables of the report of the Commissioner preceding, summaries of the same. SUPERIOR INSTRUCTION. COLLEGES FOR YOUNG MEN OR FOR BOTH SEXES. The University of Minnesota , Minneapolis (non-sectarian), is the State college foi classical and scientific training. It organized in 1867 a preparatory department, and in 1869-’70 collegiate work, the latter on a plan including two preparatory and two collegiate years. Beyond this, in 1871-’72, two collegiate years were added to complete the advanced education begun in either a college of science, literature, and the arts, a college of the mechanic arts, or a college of agriculture ; eventually also in colleges ot law and medicine. These arrangements continued up to 1880, except that in 1874 the lower preparatory year was dropped, as the high schools of tho State were thought able to afford the instruction that had been given in it. The professors and instructors in 1870-71 numbered 10 ; in 1879-’80, 17. Students in 1870-’7I, 321, of whom, however, •only 32 were collegiate ; in 1879-’80, 308, of whom 159 were collegiate. Of the other chartered colleges in the State, Hamlins University, Hamline (Methodist Episcopal), founded 1854, reports collegiate work for the first time in a freshman class of 5, entered for 1880-81 ; Macalester College , Minneapolis (Presbyterian), chartered in 1874, survived only as to its preparatory department in 1880; and St. John’s College, Collegeville (Roman Catholic), continued its j>reviously reported course, which, beyond primary and elementary classical studies, had only 2 to 3 years that could well be termed collegiate. Augshurg Seminary, Minneapolis (Evangelical Lutheran), opened 1874, appears to have been giving in 1880 essentially the moderate collegiate training which it was established to give to the Norwegian and Swedish youth of that region. Carleton College , Northfield (Congregational), organized in 1867, maintained the high standard of admission and instruction that it has had for years, comparing well in this with any college of its means. All the above mentioned institutions that have gone into collegiate work had in 1880 some preparatory training, and all except St. John’s had classical collegiate courses of 4 years. The State University and Carleton College provided a choice between a clas¬ sical course and a “modern” or “literary” course of equal length, substituting stud ies in modern languages and literature for Greek. Carleton College had also a 4 years’ course wholly English ; the university, graduate courses leading to the degree of mas¬ ter of arts, of science, or of literature. — (Catalogues and returns.) INSTITUTIONS FOR THE SUPERIOR INSTRUCTION OF YOUNG WOMEN. The University of Minnesota, Carleton College, and Hamline University, all above referred to, admitted young women to their privileges as well as young men. For 2 or 3 other schools offering young women a training substantially collegiate, see Table VIII of the appendix. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. The University of Minnesota, Minneapolis, has offered its students, since the begin¬ ning of the decade, a scientific collegiate course of 4 years, in which modern languages take the place of Greek, and elementary instruction in natural sciences replaces certain literary studies. Somewhat kindred courses existed in 1880 in Hamline University, Hamline, Augsburg Seminary, Minneapolis, and Carleton College, Northfield. The university, however, in its College of Mechanic Arts, also had what these had not, courses in mechanical and civil engineering and in architecture ; in its College of Agriculture, courses of scientific preparation for farming and gardening ; all covering with their specific instructions the last 2 years of the collegiate departments after 2 previous years of general collegiate study. For the preparatory class and the first 2 collegiate classes, there was instruction in military science. For statistics, see Tables IX and X of the appendix. PROFESSIONAL. Theological instruction, meant to follow an academic or collegiate course, was given in courses of 3 years at St. John’s College, Collegeville (Roman Catholic) ; at Seabury Divinity School, Faribault (Protestant Episcopal) ; and at Augsburg Seminary, Min¬ neapolis (Evangelical Lutheran). In all 3 some preparatory training was provided for. The first had 29 students under (apparently) 7 professors; the second, 26, under 5; the third, 23, under 3. — (Catalogue, circulars, State report, and return.) The colleges of law and medicine that have entered from the first into the plan of the 176 REPORT OF THE COMMISSIONER OF EDUCATION. University of Minnesota liad not been organized in 1880 ; but a “ College of Medicine,” with 10 professors and a lecture course of nearly 9 months, appeared in the State school report for 1879 and 1880 as existing at St. Paul. Inquiry respecting it indicated that it was termed the St. Paul Medical College and was of the “regular” school. It has since, by union with another organization of the same school, become the Minnesota College Hospital, at Minneapolis, with only 20 weeks of annual course, an examination in high school studies for admission, and an application pending for admission to the American Medical College Association. SPECIAL INSTRUCTION. EDUCATION OF THE DEAF AND DUMB AND OF THE BLIND. The Minnesota Institution for the Education of the Deaf and Dumb and the Blind, Faribault, in 1863 began to provide training for the deaf-mutes of the State in school learning and industries, and in 1866 the work was extended to the blind. Of the former class, 258 had been admitted at the date of the report for 1879-80 ; of the latter, 53. The total of the deaf for 1878-’79 was 118 ; for 1879-’80 it was 134; for the two years it appears to have been 140. The blind in 1878-’79 numbered 29; in 1879-’80, 33 ; total for the two years, apparently, 35. For the deaf there were 7 instructors be¬ sides the superintendent ; for the blind, 3 ; the instruction for both being in the com¬ mon English studies and in such industries as were suited to their several conditions,- with lessons in articulation to those of the deaf that could be taught it (33 in all), and lessons in vocal and instrumental music to the blind. The course of study for the deaf, which had been five years, was lengthened to 6 in 1880, with the privilege of 2 years more for such as should be specially approved. — (State report for 1879 and 1880, with biennial report of directors for the same years. ) EDUCATION OF THE FEEBLE-MINDED. In the neighborhood of the school for the deaf and the blind, at Faribault, there was established in 1879, under State auspices, the Minnesota School for Idiots and Imbeciles, to instruct those previously sent to the State asylum for the insane. The superin¬ tendent and his 8 assistants in 1880 had 20 children under training, physical and men¬ tal, in the hope that through it they might be made useful citizens. The results, in respect to improved deportment, the use of articulate speech and written language, are said to have been such as to justify the hope that if the State continues its care these unfortunates may become comforts to their j>arents and helpers in house and farm work. — (State report.) REFORMATORY AND INDUSTRIAL TRAINING. The Minnesota State Reform School, St. Paul, up to November 30, 1880, had received 467 youth for discipline and training since it opened in January, 1868. Of these, 191 had been connected with it in the preceding 2 years, 83 being received in those years, 67 discharged, 1 released by court, and 3 escaped ; present in 1880, 119. The kindly family government of the institution is apparent from the cheerful appearance of the inmates, who are taught the common school branches 4 hours of each week day, and during 4 other hours are engaged in gardening, carpentry, cabinet making, tin smithing, painting, sewing, and such other occupations as may train them to useful industry and honest self support. — (Report and return.) EDUCATIONAL CONVENTION. STATE ASSOCIATION. The fifth annual session of the State Educational Association was held at St. Paul December 28-31, 1880, and, though slenderly attended the first evening, was after¬ wards full and animated. The president’s address went to show that steady growth had marked the educational history of the State, and that its teachers and school offi¬ cers had no reason to be ashamed of the record. But when, soon afterwards, a report from Professor Kiehle, of the State Normal School, St. Cloud, brought up a discussion of the Quincy system, although the president denied that the state of things which brought about that reformation existed in Minnesota, there were assertions from several educators of much influence that reformed methods were greatly needed in many sections of the State, and pertinent examples given seemed to prove these asser¬ tions to be warranted. A subsequent paper on “Our common schools, courses, and records” detailed shortcomings which the reader had perceived and suggested several improvements, ^among which was the keeping of a uniform record of intellectual con¬ dition in the graded and high schools of the State. Again, several speakers corrobo¬ rated the views expressed as to the need of large improvements, only one appearing to take the opposite side and favor the system "as it was and had been. Then came an address from Professor Pike, of the university, on the industrial education given MINNESOTA. 177 there, which he illustrated by exhibiting specimens of mechanical work done by the students under his direction, somewhat after the Russian system. This called forth a commendatory resolution, speaking highly of the work and favoring the system. “The need of better supervision” was harmoniously discussed, many agreeing that, under the law of 1877, which requires no moral or literary qualifications from a county superintendent, unqualified persons too often get into a place which only men of high character and training ought to occupy. Other papers related to “Instruction in governmental ideas,” “The Kindergarten the basis of all subsequent instruction,” and “The State high school question,” on which last a committee appointed the year before made a report in favor of a new and better high school law. The subject was referred to a new committee, with instructions to seek improved legislation on the subject. — (Journal of Education and Educational Weekly, both of January 13, 1881.) CHIEF STATE SCHOOL OFFICER. Hon. D. L. Kjehle, State superintendent of public instruction , St. Paul. [Term, 1881 to 1883.] Preceding superintendents in the ten years were Hon. Horace B. Wilson, 1870-1875, and Rev. David Burt, D. D., 1875-1881. 12 E 178 REPORT OF THE COMMISSIONER OF EDUCATION. SUMMARY OF EDUCATIONAL STATIS 1871. 1872. • 1873. 1874. POPULATION AND ATTENDANCE. Youth of school age (5-21), white . Youth of school age (5-21), colored. Whole number of school age Whites enrolled in public schools.. Colored enrolled in public schools. Whole enrolment for the year . Average monthly enrolment, white. . 304,762 66, 257 45, 429 111,686 317,264 349, 813 148,780 80, 000 223, 089 Average monthly enrolment, col¬ ored. Whole average monthly enrolment . Average daily attendance, white. . . Average daily attendance, colored. Whole average daily attendance _ SCHOOL DISTRICTS AND SCHOOLS. Civil school districts . Schools taught . Average time of schools in days, cities. Average time of schools in days, country. General average time . TEACHERS AND THEIR PAY. White teachers employed _ 49, 290 36, 040 85, 330 75 3, 450 125, 000 76 4, 650 50, 500 79 2, 000 109, 792 . . 3, '486 110 2, 256 400 1, 828 828 2, 656 | $58 90 $1,213,248 869, 766 $1, 950, 000 165 110 100 Colored teachers employed _ _ Number of men teaching . . 1,800 2,700 4,500 $55 00 $940, 000 1,014,200 $1, 400, 000 700,000 Number of women teaching _ _ _ Whole number in public schools.. . Average monthly pay of men . Average monthly pay of women. .. INCOME AND EXPENDITURES. Whole receipts for public schools . . Whole expenditures for same . STATE SCHOOL FUND. Amount of permanent fund held .. Amount of available fund . 4,800 $51 32 $1,242,308 1,136, 986 $1,950, 000 1,800 $50 00 MISSISSIPPI. 179 TICS OF MISSISSIPPI— 1871 TO 1880. 1875. 141,514 176, 945 318, 459 78, 404 - 89, 813 .168, 217 65, 065 74, 265 139, 330 40, 3811 66, 514' 106, 895 5,550 200 100 140 2, 859 2, 109 2, 989 1,979 4,988 $55 47 $1,110,249 1, 040, 600 $2, 068, 359 1, 068, 359 j 1876. 1877. 171, 062 150, 504 184, 857 174,485 355, 919 324,989 76, 026 84, 374 90, 178 76, 154 166, 204 160, 528 65, 384 63, 943 68, 580 55, 814 133, 964 119,757 52, 672 44, 627 97, 299 3, 170 4,041 175 200 80 77 100 1,773 2, 669 1,005 1,459 1,761 1,017 . 2,778 4, 128 $39 87 $29 19 $441,422 $496,987 417, 760 481, 215 1878. 1879. 1880. i Increase or cle- crease since 1879. Increase or de- crease since 1871. 155, 679 156, 434 175, 251 I. 18, 817 190, 211 205, 936 251,438 I. 45, 502 . . 345, 890 362, 370 426, 689 I. 64, 319 i. 121,927 101,201 105, 957 112, 994’ I. 7, 037 i. 46, 737 104, 777 111,796 123, 71Q I. 11,914 i. 78,281 205, 978 217, 753 236,701 I. 18, 951 i. 125,018 82. 566 88,750 88, 660 91, 809 171, 226 180, 559 184, 888 I. 4, 329 64, 318 66,381 72, 881 I. 6, 500 i. 23, 591 71, 658 72,592 83, 880 I. 11,288! i. 47, 840 135, 976 138, 973 156, 761 I. 17, 788 i. 71, 431 77 83 a4, 763 oty nn ( $28 35 $30 50 L $2 15 D. $28 40 UU { 27 15 30 50 I. 3 35 D. 28 40 $626, 268 $739, 915 1 $740,036 I. $121 I D. $473,212 592, 805 641, 548 i 830, 704 I. 189, 156 D. 39, 062 $815, 229 8815 9.90 | 9.87 non | ! 1 a Estimated. 180 REPORT OF THE COMMISSIONER OF EDUCATION. STATE SCHOOL SYSTEM. OFFICERS. A State superintendent of public instruction, elected for 4 years, is president of the State hoard of education ; county superintendents of education are appointed by the State board, after examination by the county board. For each school 3 trustees must be elected annually, except in towns of 1,000 or more inhabitants, where the mayor, aldermen, and county superintendent have control. OTHER FEATURES OF THE SYSTEM. Public schools are sustained from the proceeds of the public school fund, of the sale of lands forfeited to the State, of liquor licenses and tines, with those from poll taxes, not to exceed $2 a head, and district taxes, not to exceed 3 mills on the dollar. White and colored youth must have equal advantages, but must be taught in different schools. Teachers must hold certificates from the county superintendents and be paid according to the grade of their certilicates and number of children attending, though not to exceed a certain sum. Text books, agreed upon by the teachers and board of supervisors of each county, cannot be changed within 5 years. The school fund must be apportioned to each county according to the number of children of school age (5-21) therein, provided schools have been taught in these counties for the legal time (4 months). GENERAL CONDITION. The statistics of 1880, so far as we have them, indicate a general improvement over those of 1879, showing an increase of 64,319 in youth of school age, of 18,951 in en¬ rolment, of 4,329 in average monthly enrolment, and of .17,788 in daily attendance. The number of male teachers employed in the public schools decreased 166 ; that of females increased 368 ; making a total increase of 202 teachers. Monthly wages paid to men were $2.15 more than in 1879: to women, $3.35 more; both sexes received $30.50 in 1880. RESUMES FOR TEN YEARS. So far as received, the statistics of the last ten years show a large general improve¬ ment: an increase of 121,927 in youth of school age and of 125,018 in yearly enrol¬ ment, with 2,913 more teachers employed in the public schools, who received, however, nominally, $28.40 a month less than in 1871. Up to 1879 the female teacher had been paid the same as the male. Then came an increase to men of $1.35 and to women of 15 cents. The disxmrity in the wages in 1871 and 1880 is accounted for by the fact that formerly payments were made in' warrants, which were very much below par, but which are now at par; so that, although their pay is nominally less than it vas, they really receive more. The decrease in the public school income of 18S0 from that of 1870 is $473,212. The falling off began in 1876, the income of that year being $441,422, against $1,213,248 for 1870 and $1,110,249 for 1875, the year preceding the change.1 Since 1876 the increase has been gradual, making that of 1880 over that of 1876 $298, 614. PEABODY FUND. During the last ten years there was paid from the Peabody fund for the benefit of the public schools of this State the sum of $54,490. This, in the earlier years of this benefaction, was mainly for the benefit of graded school instruction, but in the later years, and especially in the last year, was largely for the training of teachers. CITY SCHOOL SYSTEMS. OFFICERS. Under the lawT of 1878, a town of 1,000 or more inhabitants constitutes a school dis¬ trict, if the mayor and aldermen so choose; and they, acting in conjunction with the county superintendent, constitute a board of appointment, to select from the patrons of each school 3 persons as a board of trustees for such school, who hold office for one year and look after all school interests. In such cases, the county superintendent retains his supervisory powers. Vicksburg (which, according to the census of 1880, is the only city the population of which exceeds 7,500) has 2 trustees of schools for each ward, who hold office 2 years. STATISTICS. Statistics from Vicksburg have not been attainable at the date of going to pness. In 1879 there were 2 school buildings, with 21 rooms, valued at $8,650. 'During the year 1S76 there were three different superintendents, which, with other depressing causes, produced this change in the income of that year. MISSISSIPPI, 181 TRAINING OF TEACHERS. STATE NORMAL SCHOOLS. The Mississippi State Normal School , Holly Springs, designed for those only who in¬ tend to teach, reports 3 resident instructors, 220 students, a 4 years’ course, standard of school rising and attendance increasing, attendance being 113 above that reported in 1879. Diplomas were given to 11, and nearly 400 of it pupils are or have been teach¬ ing. No charge is made to students, except those from other States, to whom it is $2 a month. — (Catalogue and return.) Tougaloo Universiti/ and State Normal School , Tougaloo, reports 4 resident instructors, 197 pupils, a 5 years’ course, marked improvement in every direction, and an increase in attendance of 101 over that of 1879, largely in the higher grades.1 — (Catalogue and return. OTHER NORMAL TRAINING. Whiticorth College and Normal School for Young Ladies, Brookhaven, had a 3 years’ normal course, but gives no enumeration of normal students in 1880. The normal department of Natchez Seminarg, Natchez, had 14 students in 1879-80. The course of general instruction is open to all. Those who have the ministry in view or wish to become teachers in the public schools receive special training. teachers’ institutes. The State superintendent, in a letter to the Commissioner, says that, although the school law makes no provision for these means of improving teachers, he has, through aid from the Peabody fund, held meetings annually at such points as would be likely to gather the most teachers, and that several of the county superintendents have done the same for their respective counties. In each case, such help from ex¬ perienced educators as could be obtained has been secured and has been used to give interest and life and profit to the meetings. It is to be hoped that ere long the State will lend Its aid to these efforts to secure a better teaching force. EDUCATIONAL JOURNALS. So far as known, no educational serial has been published in this State since 1876. In February, 1871, a useful monthly, called the Mississippi Educational Journal was established by Capt. H. T. Fisher, at Jackson. In October of that year it passed into the hands of Hon. II. R. Pease, then State superintendent, and was continued by him to the conclusion of volume 1 in February, 1872 ; 'whether beyond that does not appear from any information in possession of this Bureau. It was succeeded in the early part of 1874 by the Mississippi Teacher, also a monthly, under the editorship of State Superintendent T. W. Cardozo, which reached the close of its second volume in February, 1876, when it ceased with Mr. Cardozo’s superintendency. Both papers, during their brief life, did excellent service, and their loss proves a serious blow to the educational interests of the State. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. Since 1878, the law has recognized private academies and colleges having suitable school buildings, libraries of not less than 200 volumes of good literature, and a fac¬ ulty of good standing as substantially public high schools, qualified to prepare stu¬ dents for the university, and for such students makes an allowance equal to the esti¬ mated cost of their instruction in the public schools. Academies and colleges are to make a full monthly report of such students to the county superintendent, and, upon this report, they receive for the month reported $2 for each student. All ex¬ penses beyond this must be met by parents or guardians. Such schools and colleges must have a course and text books preparatory to those of the University of Mis¬ sissippi, so that students may pass from these schools into any class in the university without loss of time or text books. While there are probably public high schools in the cities and large towns, they are not separately reported. OTHER SECONDARY SCHOOLS. For statistics of business colleges, private academic schools, preparatory schools, and preparatory departments of colleges, see Tables IV, VI, VII, and IX of the ap¬ pendix ; for summaries of their statistics, see corresponding tables in the report of the Commissioner preceding. 1 The State superintendent in his report to the governor says: “This institution, under the care of the American Missionary Association, is doing a most excellent work in the education of the co'oivd. youth of the State. The management is admirable, its teachers superior, and everything connected with it in excellent condition, as I have had occasion to learn from personal observation.” 182 REPORT OF THE COMMISSIONER OF EDUCATION. SUPERIOR INSTRUCTION. COLLEGES FOR YOUNG MEN OR FOR BOTH SENES. The University of Mississippi, Oxford (non-sectarian), is divided into three depart¬ ments, namely, a department of preparatory education, one of science, literature, and the arts, and one of professional education. These remain as heretofore reported, the second department including 5 courses of study, 3 of them undergraduate and 2 grad¬ uate courses. The college of liberal arts had 212 pupils in 1879-’80 ; the preparatory, 202. The degree of bachelor of philosophy is given to students who shall have obtained department diplomas or certificates of proficiency in any 7 of the existing departments. Women are not admitted to the university. Mississippi College, Clinton (Baptist), chartered in 1831, reports a preparatory de¬ partment of 6 years, consisting of a 2 years’ primary course and a 4 years’ grammar. Its collegiate organization consists of 8 schools, graduation in which depends on at¬ tainment, not on time — an arrangement not uncommon in the South. In April, 1881, it had 160 students in its preparatory department, 73 in its collegiate, and 2 graduate students, all men. Shaw University , Holly Springs (Methodist Episcopal), chartered and organized in 1870, admitting both sexes, and Alcorn University, Rodney (non-sectarian), organized in 1871, admitting only men, report preparatory courses of from 1 to 3 years, classi¬ cal and scientific, each 4 years ; Shaw, a normal and a law of 3 years each, and a theological course of indefinite time. Jefferson College, Washington, having reached only academic rank, has for several years been reported under its proper class. SUPERIOR INSTRUCTION OF YOUNG WOMEN. Shaw University gives the same advantages to women as to men. Besides this, there were reported several schools devoted to the higher education of young women in 1879. For statistics of such schools reporting in 1880, see Table VIII of the appen¬ dix, and a summary of this in the report of the Commissioner preceding. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. Scientific courses or equivalent schools are reported in the four institutions before mentioned. The Agricultural and Mechanical College of Mississippi, Starkville, was transferred from the State University under a new charter of February 28, 1878. October 6, 1880, the college opened with over 200 students in a 4 years’ course of study. — (Circular, October 27, 1880.) Alcorn University, Rodney, reports a 4 years’ agricultural course, with a preparatory one of 2 years. The engineering course noted in 1873-’74 does not appear in the cata¬ logue of 1880-’81. — (Catalogue and return, 1880-’81.) PROFESSIONAL. Theological instruction was given, to some extent, in the Shaw University, Holly Springs (Methodist Episcopal) ; in the Natchez Seminary, Natchez (Baptist) ; and in the Bishop Green Associate Mission and Training School, Dry Grove (Protestant Episcopal). In the first, 25 students are reported as looking to the ministry; in the' second, 31; in the third, 4, and 1 graduate. In none is there a distinct theological course, but in¬ struction is given intended to prepare for ministerial work or for regular seminary courses. — (Catalogue and return, 1879-’80.) A school of law connected with the University of Mississippi reported 20 students in 1880. In 1872, the 2 years’ attendance heretofore required was reduced to 1 year. A legal course of 3 years is given by the Shaw University, and 6 students are reported for 1880. No medical school is reported in the State. In 1877-’78, however, 2 students received medical instruction in Shaw University; but no later information 'respecting it has been received. SPECIAL INSTRUCTION. EDUCATION OF THE DEAF AND DUMB. The Institution for the Education of the Deaf and Dumb, Jackson, reestablished in 1871, reports a prosperous condition, with 56 pupils. Since its foundation, 123 have received instruction. The usual English branches are taught, with carpentry, vege- Mississippi. 183 table and ornamental gardening, and farming. No special instruction is givon in articulation. — (Return, 1880.) EDUCATION OF THE BLIND. The Mississippi Institution for the Education of the Blind, Jackson, founded in 1852, reports 32 pupils, 12 blind workers employed, and a prosperous condition. The usual English branches are taught ; also, broom and mattress making, chair seating, and upholstering. — (Return, 1880.) CHIEF STATE SCHOOL OFFICER. Hon. J. A. Smith, State superintendent of public education , Jackson. [Term, January 7, 1878, to January 3, 1882.] The other superintendents since 1870 have "been Hon. H. R. Pease, January, 1870, to January, 1874; Hon. T. W. Cardozo, from January, 1874, to March 22, 1876, when he was removed; Hon. T. S. Gath- right, April 4 to August 4, 1876, when he resigned; Hon. Joseph Bardweil, for the remainder of the un¬ expired term of Mr. Cardozo to January, 1878. 184 REPORT OF THE COMMISSIONER OF EDUCATION. SUMMARY OF EDUCATIONAL STATIS 1870-’71. 1871-72. 1872-73. 1873-74. a 1874-75. POPULATION AND ATTENDANCE. White youth of school age . Colored youth of school age. .. Total youth of school age b .... White youth in public schools . Colored youth in public schools Whole number attending school Average daily attendance . SCHOOLS AND SCHOOL PROP¬ ERTY. Schools for white youth . Schools for colored youth . Total number of schools . Buildings used for school pur¬ poses. Average time of school in days. Estimated value of school property. TEACHERS AND THEIR PAY. Men teaching in public schools. Women teaching in public schools. Total number of teachers _ _ Average monthly pay of men.. Average monthly pay of women. INCOME AND EXPENDITURE. Total receipts for public schools Total expenditures for public schools. SCHOOL FUNDS, d Estimated amount of perma¬ nent school funds. 597, 270 37, 173 634, 443 325, 712 4,358 330, 070 187, 024 6, 730 212 6, 942 6, 387 636, 524 36, 969 673, 493 667, 574 38, 243 705, 817 669, 907 38, 447 708, 354 90 389, 956 208, 880 6, 994 227 7,221 6, 608 100 371,440 210, 692 7, 547 282 7, 829 7, 224 678, 270' 41,9161 720, 186 379, 948! 14, 832 1 394, 780! 192, 904 7,061 326 7, 387 7, 610 5,755 3,061 8, 816 $41 00 30 00 5, 756 3, 106 8, 862 $42 50 31 50 $6, 774, 506 6, 281 3,395 9,676 $39 87 30 36 $1, 687, 573 $1, 854, 180 $2, 117, 662 1,749,049 1,904,997 1,638,353 $4, 689, 423 $2, 189, 861 99 $6, 771, 163 5,904 3,747 9, 651 $38 00 29 50 $3, 013, 595 $3, 222, 891 $7, 248, 535 a Statistics not reported, owing to radical changes in the system brought about by the school laws of March, 1874. b School age, 5-21 until 1875-76; thereafter, 6-20. c Estimated. MISSOURI. 185 TICS OF MISSOURI— 1 87 0-’ 7 1 TO 1879-’S0. 1875-76. 1876-77. 1877-78. 1878-79. 1879-’80. Increase or de¬ crease since 1878-79. Increase or de¬ crease since 1870-71. 520, 867 650, 368 663, 135 681, 995 I. 18, 860 I. 84, 725 32, 411 37, 880 39, 018 41,489 , I. 2,471 I. 4,316 725,728 553, 278 688, 248 702, 153 723, 484 I. 21,331 I. 89, 041 3-19, 685 428, 975 428, 992 454, 218 I. 25, 226 I. 128, 506 14, 504 19, 208 20, 790 22, 158 J I. 1,368 I. 17, 800 c‘394, 848 364, 189 448, 183 449, 782 476, 376 i. 26,594 I. 146, 306 cl81, 432 c207, 422 c219, 132 I. 11,710 I. 32, 108 / 7,257 7,371 7,849 7, 645 8, 149 I. 504 X. 1, 419 338 369 434 450 492 I. 42' I. 280 7, 595 7,740 8, 283 8, 095 8, 641 I. 546, I. 1,699 7,914 8,266 8,010 8, 547 I. 537 I. 2, 160 60 99 100 $8, 321, 399 $9, 000, 000 $7,353,401 D. $1,646, 599 5,904 5, 760 6, 239 6, 068 I. 313 3, 747 3, 700 5,060 . . 4, 379 I. 1, 318 9, 651 9, 460 11,299 11,268 10, 447 D. 821 I. 1,631 ) ( $36 36 $35 00 > $30 00 l 28 09 30 00 $1, 773, 465 $3, 42^, 408 $3, 188, 489 $4, 020, 860 I. $62, 671 I. : $2, 333, 287 2, 3741.961 2, 406, 133 Z, 069^ 454 3, 152, 178' I. 82,’ 724 I. 1* 403, 129 $7, 300, 804 $7, 278, 503 $7, 542, 226 • $8, 950, 806 I. $1, 408, 58oj I. $4,261, 383 d The amounts given in the table are such as were reported to this Bureau for the years indicated. A table in the State report for 1880 gives somewhat different figures from 1874 on, the preceding years not being tabulated; in 1874, $5,703,425; in 1875, $7,414,279; in 1876, $7,352,337; in 1877, $7, 215,414; in 1878, $7,778,659; in 1879, $7,592,707. 4 186 REPORT OF THE COMMISSIONER OF EDUCATION. STATE SCHOOL SYSTEM. OFFICERS. In 1870 the school system was administered by a State superintendent of public schools, elected for 4 years, and a State board of education, with the same term ; by county superintendents, elected for 2 years; by township, city, and village boards of education ; and by 3 school directors in each subdistrict, serving for 1 year terms. In 1875 county superintendency was abolished, but the incumbents of the office were to report as county commissioners ; township boards were done away with ; and each school district was made a body corporate, the district clerk reporting to the county officers ; and the term of office of the local directors was changed from one year to three years. In 1879-’80 the officers were a State superintendent of public schools and a State board of education, with 4 years’ terms ; county commissioners, elected for 2 years f boards of school directors, 3 for each country district ; and boards of education for cities and villages, 6 in number, elected by popular vote for terms of 3 years, with change of one-third each year. — (Laws. ) OTHER FEATURES OF THE SYSTEM. By the constitution of 1865 all children of school age (5-21) were entitled to free instruction in the public schools, and although separate schools for children of African descent were allowed, it was required that ‘ ‘ funds provided for the support of public schools” should be “ appreciated in proportion to the number of children, without regard to color.”1 A public school fund was formed, the annual income of which, with so much of the ordinary revenue of the State as should be necessary (the limit is 25 per cent, since 1875), was to be appropriated for the establishment and maintenance of free schools. If this fund was insufficient to maintain schools at least 3 months, and possibly 4 (4 to 6 months being the limit from 1870 to 1875,) local taxes were authorized. These taxes since 1875 were not to exceed 40 cents on the $100 valuation, except that by a majority vote of the taxpayers 65 cents are allowed in certain districts and $1 in districts composed of cities and towns. Taxes (not to exceed 2 per cent, in 1870 and 1 per cent, in 1879) were to be allowed also for building purposes in the differ¬ ent districts. The apportionment of the school fund is made to the different counties according to the enumeration of school population therein. The school age was 5-21 until 1875-’76. Then the new constitution made it 6-20, but, under the laws of 1879, the apportionment continues to be based on the annual returns of youth between 5 and 21 years. By the constitution of 1875, school moneys are forfeited if the schools are not taught three months, but the State superintendent says that the law now requires the public schools to be maintained for at least 4 months every year, although there is no forfeiture of money if they are taught only 3 months. The school month is considered to be 4 weeks, 5 days each week, 6 hours each day. Teachers are required to hold certificates from the proper authorities as to their qualifications and to report all required statistics every month or forfeit their pay. County uniformity of text books has been secured for the schools since 1875 by the selection of a list of such books every five years at a convention of the several school boards within the county. — (Constitu¬ tions and laws.) GENERAL CONDITION. Superintendent Shannon reports the schools much improved, public sentiment in their favor very healthy, and the educational outlook good. He says that this im¬ provement has been continuous for several years, and that it may be maintained and increased by a few changes in the school law. The county commissioners report their counties supplied with a better class of teachers than formerly, and that greater in¬ terest in the schools is manifested by the patrons and communities at large. In cities and towns an advance from a 4 or 5 months’ school term to one of 8 or 9 months is reported. In place of old school-houses and rented rooms, substantial buildings arc going up. The number of institutes has been materially increased within two years, and the papers and speeches of different persons at the State teachers’ associa¬ tions indicate marked interest in school affairs in the various sections of the State. Notwithstanding the advance noted above, the superintendent states that Missouri has not yet been able to so utilize her means and opportunities as to reap the largest possible advantages therefrom. There is still great conflict on many points between the laws and the constitution. This and the lack of properly qualified county officers, superadded to neglect to report of such as there are, cause a somewhat chaotic state of things. The law requires county officers to furnish their reports for the school year in April, while normal schools report to J une, and institute work is reported to De¬ cember. All this tends to prevent a true knowledge of the real progress in school mat¬ ters throughout the State, while it naturally creates great distrust of school statistics. The superintendent adds that, with a certain school year agreed upon for all divisions 1 Since 1870 separate schools for colored youth have heen required whenever more than 15 children of school age are found in city, village, or district, and contiguous districts may unite for such advantages. MISSOURI. 187 of educational affairs and with the proper supervisory control in each county, the educational condition of each county, and consequently of the State, will he easily ascertainable. — (State report.) GENERAL REVIEW OF THE SCHOOL SYSTEM. The school system of Missouri dates from 1824, with a revision of the statutes in 1835; but after the war, the slaves having been emancipated and raised to the rank of citizens, a new constitution was formed. This constitution of 1865 and the statutes of 1866 paved the way for good schools for both white and colored, with a preference given to colored teachers in the schools for that race. Incorporated cities, towns, and villages were also allowed to organize for school purposes, with special privileges, under boards of education of 6 directors. The usual powers of city boards were given these, especially that of organizing and maintaining, besides primary schools for rudi- mental studies, schools of higher grade, as they might be called for; all schools to be free to the children of residents of the district. Provision was made for the organiza¬ tion and support of the university, and for the reorganization, support, and maintenance of schools for all children of school age. From a school population in 1867 of 476,192 and an enrolment of 169,270 under charge of 6,262 teachers in 4,840 schools, the num¬ bers became, in 1870, children of school age, 609,259 ; enrolled, 280,472; teachers, 7,881 ; schools, 7,547. In 1867 there were 4,135 school-houses, valued at $1,480,720; in 1870, 6,954 buildings, valued at $3,441,411. A normal school law was enacted in 1870, by which the establishment of 2 State normal schools north and south of the Missouri River was aided; the Liucoln Institute was also constituted a State normal school for the training of colored teachers. In 1871 and 1872 the reports of county super¬ intendents indicated that the common schools had almost universally increased in strength, and had grown in favor with the people. The reports from the colored schools showed that where they had been efficiently conducted the children displayed a commendable eagerness and ability to learn. From 212 schools for this race in 1871, the number increased to 282 in 1873. A rapid spread of graded schools was referred to in 1873, accompanied by a corresponding improvement in public instruction. The subject of compulsory attendance agitated the people in this year, but as 308,215 of the school population were unprovided for it was thought advisable to build school- houses before compelling children to seek schooling when there were no accommoda¬ tions for them. Very little can be said of the schools in 1874, as the formation of a new constitution and the creating of new laws interfered with the reports. These laws made features mandatory which were formerly permissive. Better schools grew out of this; yet, although much was accomplished in the years following, the school laws have seemed to be inefficient and unsatisfactory and the means of executing these laws quite inadequate. — (State reports for the years indicated.) KINDERGARTEN. In 1879-’80 there were 226 Kindergarten teachers in St. Louis, 7,828 pupils on the rolls, with an average daily attendance of 3,760. Since April, 1880, children have been admitted to these schools at the age of five. A Kindergarten was begun in 18S0 in connection with the Elizabeth Aull Female Seminary, at Lexington. For statistics of all reporting, see Table V of the appendix, and a summary in the report of the Commissioner preceding. CITY SCHOOL SYSTEMS. OFFICERS. A general law. for cities, towns, and villages provides for the election of 6 directors of public schools, who choose a president, secretary, and treasurer of their own num¬ ber, and thus organized form a corporate board of education. Certain cities, how¬ ever, are under special laws, and in these the number of the board varies ; in St. Louis it is composed of 1 member from each ward and in. St. Joseph of 2 from each ward. A city superintendent of schools is chosen by the board, which officer at St. Louis selects 2 assistants. — (School laws.) statistics, a Cities and towns. Population, census of 1880. Children of school age. Enrolment in public schools. Average daily . at¬ tendance. Number of teachers. Expendi¬ ture. Hannibal . 11, 074 3, 549 2, 018 1,329 29 $16, 583 Kansas City . 55, 787 15, 275 6, 593 3,739 73 101,964 Sedalia . 9, 561 2, 877 1,843 1, 210 23 16, 255 St. Joseph . 32, 461 8, 908 3, 820 2, 579 58 48, 522 St. Louis . 350, 522 106, 372 51, 241 34, 319 953 848, 153 a For the sake of uniformity these statistics are taken as far as possible from the State report. The expenditures are, however, from city reports and returns, except in the case of Sedalia. 188 REPORT OF THE COMMISSIONER OF EDUCATION. ADDITIONAL PARTICULARS. Hannibal reports its graded schools, 29 in number, boused in 11 buildings (2 of tbem rented) valued at $38,700. An increase over the previous year in enrolment, attend¬ ance, length of school term, and number of teachers is reported. In the 6 colored schools there were 420 x>upils. — (State report.) Kansas City reports 9 schools for white and 1 for colored pupils in 11 buildings, 10' of them belonging to the district and valued at $160,000. Of the 73 school rooms 8 were added during the year to accommodate the 1,284 additional pupils enrolled. The schools were taught 200 days; 3,300 pupils were reported as not tardy and 155 neither absent nor tardy. The schools are said to grow in favor from year to year; the per¬ centage of attendance is larger ; the changes in text books produced beneficial results; and considerable attention was given during the year by a number of teachers to the formation of a correct taste by reading the best authors. Evening schools were at- tempted, but, although rapid and satisfactory progress was reported in two of these schools, the experiment was not on the whole a success. — (State and city reports.) Sedalia had 1,501 white and 342 colored pupils enrolled in 3 schools for the former and 1 for the latter race. The 6 school buildings, 2 of them rented, held 1,265 sittings. The value of school property was $65,000. — (State report.) St. Joseph reports 20 school-houses occupied by high, district, and colored schools. Of this number 11 are owned by the board and these are valued (with furniture, books, and apparatus) at $131,260. Two special teachers were reported in 1879-80, the one for penmanship, the other as supervisor of primary instruction. The school term was 198 days. In the private and parochial schools were 730 pupils. Since 1870 the uniformity in the percentage of attendance on the average number belonging has been remarkable. In 1870 it was 92 per cent. ; in 1871, 91 per cent. ; in 1872, 1873, and 1874, 90 per cent. ; in 1875, 89 per cent. ; in 1876 and 1877, 91 per cent.; in 1878 and 1879, 92 per cent. ; and in 1880, 91 per cent. — (City report and return.) St. Louis reports an increase in enrolment and attendance over the previous year and an average yearly increase in enrolment since 1867 of about 2,50»; 61 white and 12 colored schools in 103 buildings (10 of which are rented), valued at $2,844,209; the average salary of teachers a year, $661.93; the highest salary paid, $2,600; the lowest, $125. The number of sittings for study is 47,099, and of these 4,539 were in 29 evening schools, at which there was an average nightly attendance of 2,128, and 200 in a city normal school. SinceApril, 1880, no child under 6 can be admitted to the primary grades. Music, drawing, penmanship, arid German are taught by special teachers. School was taught 197 days. A gradual decrease in tardiness has been noted for several years, the highest standard of punctuality being reached in 1879-80. In the private and parochial schools an enrolment of 19,000 is reported. — (State and city report and return.) TRAINING OF TEACHERS. STATE NORMAL SCHOOLS. This State has shown her appreciation of the connection between skilled teachers and good schools by establishing and maintaining 5 professional or normal schools, one a department of the University at Columbia (established in 1849), one each at Kirksvillc (in 1867), Warreusburg (in 1871), and Cape Girardeau (in 1873), and the Lincoln Institute, at Jefferson City (in 1886). The three schools at Cape Girardeau, Kirksvillc, and Warreusburg are organized and managed on the same basis. Their boards of regents agreed upon a plan of admission, course of study, examinations, and graduation, and have followed it harmoniously and successfully for several years. The graduates are much sought after, and wdien once employed are retained by the same school boards as long as possible. On completion of the full course of 4 years in these 3 schools — the courses include both elementary and advanced departments, as fully described in the Report of the Commissioner of Education for 1879 — diplomas are given which permit the holders, at the option of the State superintendent, to teach in any of the schools of the State without further examination. The normal school of the University of the State of Missouri reports a 6 years7 course corresponding, until the senior year, with the four academic courses; in the last year pedagogics is added. A summer normal has been also held. The Lincoln Institute, for the education of colored teachers, organized in 1868, requires 8 years to limsh its full course in both preparatory and normal departments. This school was a private one in which the State maintained a normal department until the general assembly paid off its debt in 1879. It is now a State institution and is in a prosperous condition. (State report, catalogues, and returns.) OTHER NORMAL TRAINING. The St. Louis City Normal School, founded in 1857, is a special school established for the specific purpose of training lady teachers for the St. Louis schools, and it is MISSOURI. 189 said that more than four-fifths of all the city teachers are graduates therefrom. The length of course was 24 years until recently ; it is now reduced to one year, hut 4 years of successful high school work are required as a preparation for admission. The Female Orphan School , Camden Point, has no normal department, though it re¬ ported last year that its main object was to prepare students to be teachers. The Newton County Normal School was to be opened at Granby on March 15, 1880, its object being to elevate the standard of education in the county. The Northwest Normal, a private school organized in 1876 at Oregon, was reported in a prosperous condition in 1879-80. — (State report, return, and circular.) Normal courses were also reported in 1879-’80 at La Grange College, La Grange ; Drury College, Springfield; Stewartsville College, Stewartsville ; and Central Wes¬ leyan College, Warrenton. — (Catalogues.) teachers’ institutes. The law requiring attendance at county institutes was abolished in 1874, and although repeated attempts to organize and maintain these meetings have since been made, they still continue to be voluntary associations, except in Jasper County. In 1880 there were 91 institutes held in 52 counties, some counties holding both township and county institutes. The length of these meetings varied from one day to four weeks. In some counties, where there were short sessions of two or three days, normal institutes are to be held in 1881. — (State report.) EDUCATIONAL journals. The State superintendent reports that the teachers of the State, as a class, are read¬ ing educational news and literature more than formerly. He gives, as a list of educa¬ tional journals published in Missouri, the American Journal of Education, St. Louis (the oldest and most widely circulated): the Missouri Teacher, edited by Professor Barnard, of the First District Normal, at Kirksville; the Normal Worker, at Cape Girardeau; the School and Scholar, at East Lynne, Cass County; Our School, edited by the principal of the Charleston (Mississippi County) graded school ; and The Western, a bimonthly, “devoted to the interests of literature, art, and education,” edited by H. H. Morgan, of the St. Louis Central High School. — (State report.) This last, how¬ ever, has usually contained little educational matter. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. Thelaws of 1877 authorized the establishment in city, town, or village of an adequate number of primary schools, and also a suitable number of schools of a higher grade;- this to be done by the boards of directors as soon as the means permitted. This law is still in force, but the number of such schools is not reported in 1879-’80. The high school departments of the different cities are reported as follows: Kansas City, a 4 years’ general course and a 4 years’ classical course; St. Joseph, 1 high school, with 188 pupils enrolled. St. Louis reports 1,390 sittings, an enrolment of 960 high school pupils, and an average daily attendance of 724. In 1879- 80 for the first time 2 classes were graduated, 29 pupils in January, 61 in June. The relation of the branch schools to the central school was changed for the session of 1880-’81, the branches being reduced from 6 to 3 and placed under the supervision of the principal of the central school. The principals of the branch schools rank as first assistants and while responsible for the conduct of the separate schools adopt the policy of the central school. The pro¬ motions in the branch schools are as in the central school : a satisfactory examination, with 60 per cent, as a minimum in each study. OTHER SECONDARY SCHOOLS. For statistics of business colleges, private academic schools, preparatory schools, and preparatory departments of colieges, see Tables IV, VI, VII, and IX of the appendix following; for summaries of their statistics, see corresponding tables in the report of the Commissioner preceding. SUPERIOR INSTRUCTION. UNIVERSITIES AND COLLEGES FOR YOUNG MEN OR FOR BOTH SEXES. The University of the State of Missouri, at Columbia, was chartered in 1839 and organized in 1840. Founded under the constitution of 1820, the work went on at con¬ siderable disadvantage — partly from the lack of St ate aid — until, by the constitution of 1865 and the subsequent laws of 1866, provision was made for such a State univer¬ sity as was needed. In 1867 aid was first given by the State. Between that date and 1871, the land grant fund for a college of agriculture and mechanic arts was united to the university fund. The agricultural and mechanical college was connected with the 190 REPORT OF THE COMMISSIONER OF EDUCATION. State university by act of February 24, 1870. To facilitate reorganization and a new arrangement aud classification of studies, all chairs of instruction (except that of presi¬ dent) were declared vacant on July 1, 1871. From this reorganization a measurably complete system was developed, so that in 1873 the university consisted of the college proper (the studies of which were adjusted in 4 courses, of arts, science, letters, and philosophy) and the following professional schools: the normal college (opened Sep¬ tember, 1868), the agricultural and mechanical college (opened September, 1870), the school of mines and metallurgy, at Rolla (November, 1871), the college of law (October, 1872), the medical college, “regular” (February, 1873), and the department of analytical and applied chemistry (May, 1873). The governing power of the uni¬ versity was early invested in a board of curators. This board, which in the first part of the decade consisted of from 22 to 24 members, was reduced to 9 in 1875-’76. Other minor changes were noted from year to year, until 1876-’77, when 10 academic schools (including 5 in science and 5 in languages) and 7 professional schools were reported. These last were of agriculture, pedagogics, law, medicine, mining and metallurgy, civil engineering, and art. In 1879-80, a school of military science and tactics was added to the other schools and a spacious observatory was erected on the college campus and fur¬ nished with a fine telescope. The number of students in 1879-’80 was greater than at any other period since the organization of the university. The increase at Columbia was from 204 in 1870 to 484 in 1880, with 71 additional at Rolla.1 The number of grad¬ uates of the professional schools increased from 3 in 1870 to 52 in 1879; of the academic schools, from 8 in 1870 to 17 in 1879. — (Reports of curators for the different years. ) Of the 15 other colleges in this State (most of which report for 1879-’80) all were in existence prior to 1870, except Lincoln College, chartered and organized in 1870, and Drury College, chartered and organized in 1873. St. Joseph College (which reports 177 pupils preparing for the scientific course and 3 graduates as master of accounts) was organized in 1867, but not chartered until 1872, while Stewartsville College dates its organization from 1863, although it was not chartered until 1879. Many of the Missouri colleges and universities are arranged in schools ; nearly all have classical and scientific courses; all have preparatory courses, which often descend to primary branches; Chris¬ tian, St. Louis, and Washington Universities and St. Vincent’s, La Grange, Stewartsville, and Central Wesleyan Colleges have commercial courses. Lewis College and Pritchett School Institute were consolidated in June, 1880, but separated, to continue on their former basis, prior to the opening of the fall term. St. Louis University reported, in addition to the regular college courses, a graduate course of lectures (in mental and moral philosophy, anthropology, and history) introduced in October, 1879. Washington University reported 4 years’ courses in arts and philosophy, 5 courses of 4 years each in the polytechnic school, and a 3 years’ course in the manual training school.2 The school of art and design is said to be developing itself into a St. Louis School of Fine Arts, although as a department of the university. In the special classes of the art school were 120 pupils in addition to those from the academy and polytechnic school. — (Cata¬ logues and returns. ) For further information in regard to these colleges and universities, see Table IX of the appendix, and a summary thereof in the report of the Commissioner preceding. INSTITUTIONS FOR THE SUPERIOR INSTRUCTION OF YOUNG WOMEN. Ten of the colleges and universities enumerated above give equal privileges to both sexes. For institutions especially designed for women, see Table VIII of the appendix. For a summary of their statistics, see a corresponding table in the report of the Commis¬ sioner preceding. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. ' SCIENTIFIC. The Missouri Agricultural and Mechanical College (connected with the University of Missouri), Columbia, reports a course of study comprising 10 semesters. The first 2 semesters are occupied by the preparatory course; the next 4, by the course in horti¬ culture; the course in agriculture includes that of horticulture and covers 2 more years. Completion of the course in horticulture is evidenced by a certificate from the faculty; that of agriculture leads to b. ag., while, by a special regulation, any stu¬ dent of the university can enter any of the classes of the agricultural college for the study of any particular subject and be excused when that subject is finished. Such students receive testimonials of standing from the dean of the college. The Missouri School of Mines and Metallurgy, at Rolla, gives instruction preparatory to the regular technical course and has 3 years’ courses in civil and mining engineering. A course of 3 years also leads to ph. b., and an optional course includes book-keeping, Latin, Greek, English, and German, land surveying, &c. 1 Forty-one students of the normal institute do not seem to be included in this number. 2 See industrial Training, under Special Instruction. MISSOURI. 191 The Polytechnic School of Washington University , St. Louis, reports courses in civil and mechanical engineering, chemistry, mining and metallurgy, building and archi¬ tecture, and in science and literature. These courses extend through 4 years; simi¬ lar during the first two years, they then diverge more or less. All the shops of the Manual Training School are open to students of the polytechnic classes, and systematic instruction is given in the use of the more common hand and machine tools. — (Cata¬ logues, 1879-80. ) For statistics, see Table X of the appendix, and a summary in the report of the Commissioner preceding. PROFESSIONAL. Theological instructions given in Christian University (Christian), St. Vincent’s Col¬ lege (Roman Catholic), Central College (Methodist Episcopal South), Lewis College (Methodist Episcopal), La Grange College (Baptist), William Jewell College (Bap¬ tist), Central Wesleyan College (Methodist Episcopal), and a course of biblical stud¬ ies is found in Pritchett School Institute. The regular theological schools of the State are the Jeremiah Vardeman School of Theology, Liberty (connected with Will¬ iam Jewell College), and the Concordia College Seminary, an Evangelical Lutheran school at St. Louis. Both of these have 3 years’ courses, while the latter requires the students to show their qualifications for admission as students for the ministry prior to entering. — (Catalogues and returns.) Legal instruction is given to candidates who pass the proper examinations in the Law School of the Missouri University and in the St. Louis Law School. Both re¬ port courses of 2 years ; in the former, of 31 weeks a year ; in the latter, of 36 weeks. The graduates in 1880 of this department of the State University were 12 ; of this department of Washington University, 23. — (Catalogues and returns.) Medical instruction is given in the following 5 “ regular” schools: the medical de¬ partment of the Missouri University, which has a required graded course with 2 terms of 9 months each and requires an examination in English prior to entering the junior class ; the Kansas City College of Physicians and Surgeons, which requires 3 years of study and attendance on 2 lecture courses of 21 weeks each year; the St. Joseph Hos¬ pital Medical College, which offers a 3 years’ graded course and requires 3 years of study and attendance on 2 courses of lectures of 20 weeks each ; the Missouri Medical College, St. Louis, offering a 3 years’ graded course and requiring 3 years of study and attendance on 2 lecture courses of 5 months each ; and the St. Louis Medical Col¬ lege, which also requires 3 years of study in a graded course and attendance on 2 lecture courses of 6 months each, students also being obliged to pass an examination prior to entering the middle or senior class. — (Catalogues and returns.) The American Medical College of St. Louis (eclectic) requires 3 years of study and attendance on 2 full lecture courses of 5 months each, or the reading of medicine 2 years and attendance on 4 courses of lectures, with intermediate reading. The St. Louis College of Homoeopathic Physicians and Surgeons began its first an¬ nual course of lectures September 28, 1880, admitting women and offering an optional 3 years’ graded course. It requires 3 years of study and attendance on 2 courses of lectures of 5 months each. An examination prior to entering the scientific (second) class is announced. The Missouri Dental College, St. Louis, offered a 3 years’ graded course in 1878-’79 and announced that this would be required of all students entering after that session, but seems to have receded from this position, and in 1879-’80 required (after passing a preliminary examination) attendance only on a 2 years’ lecture course of 5 months each year. — (Circulars and returns.) Two other dental colleges, the Kansas City Dental College, Kansas City, and the Western College of Dental Surgeons, St. Louis, are referred to in the Dental Cosmos as existing in 1879-80. The St. Louis College of Pharmacy requires 4 years’ service with an apothecary and attendance on 2 graded lecture courses of 5 months each. For statistics of the professional schools, see Table XI, XII, and XIII of the appendix, and summaries of these in the report of the Commissioner preceding. SPECIAL INSTRUCTION. EDUCATION OF THE DEAF AND DUMB. The Missouri Institution for the Education of the Deaf and Dumb, Fulton (founded in 1851), reports 291 pupils in 1879-’80, of whom 39 had completed the 8 years’ term pre¬ scribed by law. Articulation, lip reading, the common English branches, printing, cabinet making, shoemaking, and dressmaking are taught. Since the foundation 714 pupils have been taught here. Four years ago the age of admission was from 7 to 30, with ten years of instruction allowed ; since then the limit is 9 to 21, and the course 8 years. The average number of years spent in the institution is, however, six. — (Return and report). 192 REPOET OF THE COMMISSIONER OF EDUCATION. TTie St. Louis Day School for Deaf-Mutes (which was opened December 2, 1878, and is under the control of the board of public schools) reports 59 pupils received since the foundation and 40 under instruction in 1879-80. EDUCATION OF THE BLIND. The Missouri School for the Blind, St. Louis (founded in 1852 ), reported 98 pupils in 1880, who were taught sewing, fancy work, broom, box, and brush making, cane seating, mattress making, and doubtless the common branches, though no report is made as to this. The number of instructors and other employes was 20, 3 of them blind. (Return.) TRAINING OF NURSES. The Missouri School of Midwifery, St. Louis, was incorporated and organized in 1875. In 1880 there were 3 instructors and 10 pupils. Since 1875 there have been 180 persons trained here, while 143 have graduated. — (Return.) INDUSTRIAL TRAINING. The Manual Training School of Washington University , St. Louis (fully described in the Report of the Commissioner of Education for 1879), has a course of instruction covering 3 years, and the school time of the pupils is about equally divided between mental and manual exercises. — (University catalogue.) Two industrial schools, the Blind Girls ’ Industrial Rome and the Girls ’ Industrial Rome, both in St. Louis, are in existence, but have not yet reported for 1879-’80. HOMES FOR ORPHAN OR DEPENDENT CHILDREN. Information has been received up to date from 7 such institutions. They are as follows : the Catholic Protectorate of St. Louis, Glencoe, reporting 36 inmates ; the Home of the Friendless, St. Joseph, 31; St. Joseph’s Convent of Mercy, St. Louis, 30 girls “in industrial school ; ” Episcopal Orphans’ Home, St. Louis, 50 in number; St. Joseph’s Male Orphan Asylum, St. Louis, 280 boys ; St. Bridget’s Half Orphan Asylum, St. Louis, 120 girls; and the German St. Vincent’s Orphan Asylum (or association), also at St. Louis, reporting 126 inmates. All teach reading, writing, and arithmetic. Sewing and housework are generally taught, and in the Episcopal Orphans’ Home Kindergarten instruction is given. Drawing is taught at St. Bridget’s ; drawing and music at St. Vincent’s. — (Returns.) EDUCATIONAL CONVENTIONS. STATE ASSOCIATIONS. The superintendent of public schools states that 5 distinct associations of teachers of the white schools have been established. These are the State association proper and four auxiliaries in different sections of the State. The last are for the purpose of accommodating teachers who are too far away from the general association. The auxiliary meetings were instituted 3 years ago, and they are found to be especially beneficial to teachers of the different localities. Inasmuch as they know more of the condition and educational needs of their districts, the teachers, by means of these meetings, are stimulated to a healthful rivalry in institutes and associations. In ad¬ dition to the five associations above named, the colored teachers have established one for the State, which meets annually. Many white teachers and educators attend these meetings and participate in the proceedings. These associations are all largely at¬ tended by instructors from the leading private and denominational schools, and the former estrangement between public and private school interests seems to have nearly disappeared. The Missouri State Teachers’ Association met at Columbia June 22-24, 1880, with Dr. Morrison, president of Drury College, in the chair, and Miss Grace C. Bibb as secre¬ tary. The meeting throughout was said to be characterized by the introduction of the most practical topics for discussion. The results showed harmonious and broth¬ erly feeling in every department of education, from the district school to the univer¬ sity, from the academy to the college. Many of the prominent educators of the State were present, as also many well known citizens. Among the addresses of the occasion was to be one by Win. T. Harris, ll. d., on “The press as an educator.” Reports are lacking as to the subjects treated, but the following recommendations to the legisla¬ ture were made : to reestablish the office of county superintendent of schools ; to make the minimum school term 6 months ; to establish a system of county normal institutes, regulated and controlled by law ; to provide for the maintenance of normal schools and the State university; and to see that the course of study be so adjusted that the student, by easy examination, may pass from the primary, through the high school, to the normal, the college, or the university. — (State report, 1880; American Jour¬ nal of Education, May, June, July, 1880; and Ohio Educational Monthly.) The Northeast Missouri State Teachers’ Association was advertised to be held at Kirks- MISSOURI. 193 ville December 27-29, 1880. The programme embraced various educational topics, including “What prominence should be given the natural sciences in our public schools?” “Should the State support free high schools?” “Comparative philology,” “ Text book legislation,” &c. — (New-England Journal of Education.) The Inter State Teachers' Association was to hold a meeting at Trenton, Mo., on June 22-25, 1880. No further information is at hand. — (Iowa Normal Monthly.) The Southeast Missouri Teachers' Association met at Cape Girardeau, December 28-30, 1880. The programme of exercises contained lectures, addresses, and speeches for the evening sessions. Among the topics of the day sessions were “Our educational status differentiated,” “Relative value of male and female teachers,” “ The ethics of compul¬ sion,” “Utilitarianism vs. the aesthetic,” “ Reciprocal duties of parents and teachers,” “County supervision,” “The spelling reform,” &c. — (Our School.) Information as to the other associations is lacking. CHIEF STATE SCHOOL OFFICER. Han. Richard D. Shannon, State superintendent of public schools, Jefferson City. [Second term, January 13, 1879, to January 8, 1883.) Preceding superintendents in the ten years were Hon. T? A. Parker, 1867-1871 ; Hon. Ira Divoll, 1871 ; and Hon. John Monteith, 1871-1875. 13 E 194 REPORT OF THE COMMISSIONER OF EDUCATION. SUMMARY OF EDUCATIONAL STATIS POPULATION AND ATTENDANCE. Youth of school age (5-25) . Enrolled in public schools . Per cent, of enrolment to whole number. Average daily attendance . Attending private schools . SCHOOL DISTRICTS AND SCHOOLS. Public school districts . Districts having 6 months or more school. Districts having no schools . ‘Graded schools . Districts having graded schools. . Districts furnishing free text books. Public school-houses . Houses built during the year.... Houses having no blackboard... Estimated value of school prop¬ erty. Average duration of school in days. Number of private schools . teachers and their pay. Male teachers in public schools.. Female teachers in public schools. Whole number of teachers . Average days taught by males. . . Average days taught by females. . Average monthly pay of males.. Average monthly pay of females. income and expenditures. Whole income for schools . Whole expenditures for schools.. STATE SCHOOL FUND. 1870-71. 41,063 23, 265 49 1,169 1,028 558 Permanent available fund. . . Estimated eventual amount. $420, 937 72 40 510 482 992 41,411 36, 024 $38 50 36 60 $371,889 365, 520 1871-72. 51, 123 28, 786 56 767 1,410 787 229 $817, 164 74 45 773 739 1, 512 55, 996 55, 901 $38 50 33 48 $537, 680 534, 096 1872-73. 63, 108 37, 872 60 737 1,863 603 21 1,138 371 $1, 167, 104 83 21 1,046 1,176 2, 222 75, 996 82, 796 $39 60 33 80 $798, 660 751, 901 1873-74. 72, 991 47,718 60 46, 833 863 2,215 749 32 1,516 378 246 $1, 553, 929 82 30 1,252 1, 483 2, 735 90, 430 106, 472 $37 98 32 12 $834, 595 882, 806 1874-75. 80, 122 55, 423 69 2,405 38 2, 018 502 $1,848, 240 96 1,504 1,587 3,091 111,393 121,723 $38 60 33 10 .$928, 188 928, 189 $1,217, 496 $1,848, 239 $18,914,308’18, 914, 3084.5, 000, 000 NEBRASKA. 195 TICS OF NEBRASKA — 1S70-’71 TO 1879-’80. 1875-76. 1876-77. 1877-78. 1878-79. 1879-’80. 86, 191 59, 966 70 92, 161 56, 774 61 104, 030 62, 785 60 123, 411 76, 956 62 142,348 I. 92,549 I. 65 I. Increase or de¬ crease since 1879-80. Increase or de¬ crease since 1870-71. i 18, 937 I. 101,285 15, 593 I. 69, 284 3 I. 16 60, 156 2, 513 2, 496 2, 690 2, 776 1, 168 1, 242 3,132 I. 1,394 I. 356 I. 152 ... 2,104 56 61 2, 195 77 2, 212 17 60 48 72 2, 231 19 $1, 069, 694 $1, 862, 386 $1,806,467 173 210 62 70 62 70 137 246 2, 489 2, 701 191 195 269 301 $1, 810, 088 $2, 064, 768 I. 37 I. 8 I. 8 I. 109 I. 212 I. 2,143 I. 4 . I. 32 . I. $254, 680 1. $1, 643, 831 96 127 92 107 109 I. 1,468 1,893 3,361 109, 577 135, 971 $37 14 32 84 1,571 2, 153 3, 724 121, 403 160, 011 $35 46 31 80 1,609 2, 121 3, 730 109, 347 145, 546 $34 65 25 75 1,607 2,211 3,818 125, 332 173, 669 $33 25 29 55 1,670 I. 2,430 I. 4,100 I. 140,822 I. 202,125 I. $36 12 I. 31 92 I. 2 I. 63 I. 219 I. 282 I. 15,490 I. 28,456 I. $2 87 I). 2 37 D. 37 1,160 1,948 3,108 99, 411 166, 101 4 68 $865, 274 919, 344 $633, 211 861, 264 $665, 068 750, 520 $881, 308 $1,121, 794 948, 729 1, 137, 995 I. $240,486 I. I. 189, 266 I. $749, 905 772, 475 $1,318,044 $1,615,021 15, 000, 000 18, 229, 687 $2, 120, 183 $2, 325, 624 $3, 323, 217 18, 734, 849 20, 329, 684 20, 754, 810 l | I. I. $997, 593 425, 126 REPORT OF THE COMMISSIONER OF EDUCATION. 196* STATE SCHOOL SYSTEM. OFFICERS. A State superintendent of public instruction, elected by tbe people every 3 years ; a superintendent of public schools for each county, elected every 2 years ; a board of 3 trustees for each ordinary district, elected for 3 years, one to be changed each year; a board of 6 trustees, with change of one-third annually, for any district having more than 150 children of legal school age (5-21) ; a board of 6 regents of the State Univer¬ sity, to hold office 6 years, with annual change of two ; a normal school board of 5, appointed by the governor for 5 years, with 2 ex officio members ; and a board of school lands, composed of the chief officers of the State, are the educational officers in the State. The district trustees and regents of the university are chosen by the people. OTHER FEATURES OF THE SYSTEM. To draw public money, schools must be taught 3 months, if there are less than 75 pupils ; 6 months, if less than 200 ; and 9 months, if more than 200. Schools are sustained (1) from a local tax, which in cities may not exceed 10 mills on the dollar and 25 mills in other districts ; (2) from a State tax, not to exceed l-£ mills on the grand assessment of the State, to be used only in the payment of teachers ; (3) from the interest on the permanent school fund ; (4) from lease or sale of school lands and interest on unpaid principal of school lands sold ,• and (5) from certain fines and licenses. The State tax and income from the school fund and lands are divided equally among the counties in proportion to the number of children of school age. The county superintendent adds to the amount thus apportioned the proceeds of fines imposed and licenses taken in the county, and divides one-fourth of this equally among the districts and three-fourths pro rata according to the children of school age. To receive their wages teachers must hold certificates from the examining officers or a graduate’s diploma from the State Normal School, and must send to the proper officers monthly reports. Provision is made for graded or high schools. No sectarian instruc¬ tion is allowed in any public school. GENERAL CONDITION. In 1879-’80, as compared with 1878-’79, the educational statistics indicate an en¬ couraging advance at almost all important points, youth of school age increasing 18,937, the public schools absorbing nearly this whole increase, and the private and church schools probably taking most of the remainder; while in 356 more school districts, 8 more graded schools, and 212 new school-houses, ample provision for the increased demand for education seems to have been made, especially as the $254,680 additional valuation of school property indicates that many of the new school buildings must have been large and commodious ones. Then, too, an increase of school term by an average of 2 days and the employment of 282 more teachers show a fair growth of educational advantages ; a considerable increase in the average pay of teachers indi¬ cates, too, the probable employment of a large number of higher class than previ¬ ously. Visitation of schools by the county superintendents, if not quite as frequent, seems to have been upon the whole more thorough, as 232 more days were devoted to the inspection made. And as the valuation of all property is much enhanced, a fair basis for a large increase of school revenue, and thus of the extension of these various increased advantages, seems to have been laid. REVIEW FOR THE TEN YEARS. Compared with 1870-’71, the increase is very striking, youth entitled to free school¬ ing being over 100,000 more, those in the public schools falling only about 30,000 short of this whole increase, and the thoroughness of the enrolment in the 10 years advanc¬ ing an average of 1.6 per cent, each year. Then, to meet the increase of school popu¬ lation, 2,104 more school districts, with 2,143 more school-houses, were organized, the valuation of the additional accommodations thus provided being put at $1,643,831. And with 3,108 more teachers in this vastly widened field, it is encouraging to read that the qualifications of these teachers have been much improved through the influ¬ ence of normal schools and teachers’ institutes. CITY SCHOOL SYSTEM OF OMAHA. OFFICERS. The educational officers here are a city board of 12 members, 2 from each ward, one- half changed annually, and a city superintendent. NEBRASKA. 197 STATISTICS. In 1879-’80 there were 10 school buildings and 55 school rooms, with 3,700 sittings, all valued (with sites, furniture, and apparatus) at $402,833. The schools appear to have been in 3 divisions — primary, grammar, and high — having 3,517 pupils, with 55 female and 2 male teachers, and sessions were held on 197 days, at a cost of $60,304. The enrolment for the year exceeded by 3^ per cent, the increase of school youth (which last was 16 per cent, higher than that of 1878-’79) and the increase of average daily attendance was fairly proportional to this. The percentage of attendance on average enrolment reached the high rate of 93£; that of scholarship at the annual examina¬ tion was 76. Below the high school there were 8 grades, the promotions being based on mid-term and term examinations. Singing, drawing, and instruction in morals were daily exercises in all the schools. There were 10 private and parochial schools, with 2 male teachers and 8 females ; number of pupils, estimated at 300. — (Return, June, 1880, and report of 1879.) TRAINING OF TEACHERS. STATE NORMAL SCHOOL. The State Normal School, Peru, organized in 1867, for 1880 reports 9 resident instruc¬ tors, 276 students, and 40 graduates, 38 of whom engaged in teaching. The school had a 5 years’ course, divided into elementary and higher courses, the former of 3 years the latter of 3 additional years in the higher branches, to include professional instruction in the laws of mental development with their application to teaching, and also school gradation, supervision, and management. — (Report and return, 1880.) OTHER NORMAL TEACHING. The Central Normal School, Genoa, organized in 1878, reports 4 resident instructors (including the principal), 71 students, and a 5 years’ course of study in the normal de¬ partment ; also common school and classical courses of 5 years each. Music, drawing, and German were taught, and much attention was given to the moral and religious influence of the school. — (Catalogue.) Lancaster County Normal Institute, Lincoln, organized in 1876, reports 5 resident teachers, including the principal, and gave normal instruction almost exclusively* — (Prospectus, 1881.) Santee Normal Training School , Santee Agency, first opened for school purposes in 1870, under the care of the American Board of Commissioners for Foreign Missions, and taking something of a normal shape in 1880, reports for that year 5 resident teach¬ ers, including the principal, and 87 students, 3 of them normal. The Indian vernac¬ ular was used in teaching. Although hardly in shape as a normal school, it was work¬ ing up to it, its original intent being the cultivation of native teachers, preachers, business men, and model mothers for the Dakota Nation. A large number of its for¬ mer pupils are filling important places as pastors, teachers, government clerks, and Christian mothers. — (Return and catalogue, 1880.) St. PauVs Boarding School, Yankton Reserve, organized in 1873 (under the care of tho Protestant Episcopal Church, Rt. Rev. William H. Hare, Bishop of Niobrara, president), reports 4 resident teachers. For 8 years this school has been doing substantially the same work as above, including instruction in useful industries as well as in useful studies. — (Spirit of Missions.) There were teachers’ courses in 1880 in Doane College, Crete, and Nebraska Wes¬ leyan University, Osceola ; that in the former of 4 years, in the latter of 2 years. TEACHERS’ INSTITUTES. The school-law provides that two kinds of teachers’ institutes shall be held in the State, viz, normal institutes, to be organized by the State superintendent, and county institutes, to be organized by county superintendents. The State superintendent shall locate the former, fix the length of term, designate what counties shall be included, and provide competent teachers. The county superintendents belonging to such dis¬ tricts are required to attend, at least for one week, for the purpose of comparing notes on the best methods of school work, the sessions lasting from 2 to 6 weeks. The county institute — a gathering of teachers for conference in regard to school management, ways and means of instruction — usually holds a session of from 2 to 5 days. The first insti¬ tute held in the State was in 1872, and for several years only two or three a year were held. But during the two years of 1879 and 1880 there were 35 held; and in 1880, in different parts of the State, 1 9, probably including State, county, and private ones* — (School laws and State report for 1880.) EDUCATIONAL JOURNALS. The Nebraska Teacher, begun July 1, 1872, and issued monthly, at Beatrice, served as the State educational journal until the close of 1876, when, with other monthlies 198 REPORT OF THE COMMISSIONER OF EDUCATION. of the Northwest, it was sold to the projector of the Educational Weekly, which began in January, 1877. The Literary and Educational Notes, begun February 15, 1878, and published at Kearney, continued through 1880 to give in its semimonthly issues educational items for the State. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. The State superintendent reports for 1880 a total of 20 high schools, having 1,040 pupils. Teachers of this high grade were not reported separately. There is no earlier report of high schools in the State than the one for 1874. Then there were 6 schools, with 424 pupils, showing, as compared with 1880, an increase in 4 years of 14 schools and of 616 pupils. OTHER SECONDARY SCHOOLS. For statistics of business colleges, private academic schools, preparatory schools, and preparatory departments of colleges, see Tables IY, VI, VII, and IX of the appen¬ dix ; for summaries of their statistics, see corresponding tables in the report of the Com¬ missioner preceding. SUPERIOR INSTRUCTION. COLLEGES EOR YOUNG MEN OR FOR BOTH SEXES. The University of Nebraska, Lincoln (non-sectarian), open to both sexes and all races, erected during 1879 and 1880 a university boarding hall, which met the demand for ad¬ ditional accommodations. The university was opened in 1871, beginning with but one of 6 schools authorized by law, the college of literature, science, and the arts. In 1873, a college of agriculture was added. In this no change has been made, nor in the courses of study originally adopted. — (State report for 1880. and catalogue.) The other collegiate institutions were Doane College, Crete (Congregational), opened in 1872; Nebraska College, Nebraska City (Protestant Episcopal), opened in 1878; Creighfon University, Omaha (Roman Catholic), opened in 1878, and Nebraska Wes¬ leyan University, Osceola (Methodist), opened in 1879. All these had preparatory courses of 2 to 6 years and classical collegiate of 4 years, with scientific of 4 years in all but Creighton. Nebraska Wesleyan had also a 3 years’ scientific course; Doaue, an English one of like length, with provision for additional German, French, and Anglo- Saxon instruction; and in 1880, a literary course of 5 years and teachers’ course of 4. Nebraska Wesleyan in the same year had also a teachers’ course and a course of music, each of 2 years, with a course for non-residents, of 1 year. For full statistics of such colleges as report to this Bureau for 1880, see Table IX of the appendix to this volume; for a summary of their statistics, see a corresponding table in the report of the Commissioner preceding. INSTITUTIONS FOR THE SUPERIOR INSTRUCTION OF YOUNG WOMEN. There were in 1880 no institutions reported as colleges exclusively for young women ; but Brownell Hall, Omaha, opened in 1863, .may fairly claim equality with many classed as such. Doane College, the State University, and the Nebraska Wesleyan offer the same advantages to women as to men. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. The University of Nebraska, in its Industrial College, reports scientific, Latin-scien¬ tific, engineering, and agricultural courses, with preparatory ones of 2 years each for the three first and 1 year for the last ; there is also a shorter agricultural course of 2 years, with one year preparatory. During the first 3 collegiate years, all male students are trained in military science and tactics. Doane and Nebraska Colleges report scientific courses of 4 years each. For statistics, see Tables IX and X of appendix to this volume. PROFESSIONAL. Nebraska Divinity School, Nebraska City (Protestant Episcopal), opened in 1866, under the personal instruction of the bishop of the diocese and one of his presbyters, and the German Theological School, Crete (Congregational), opened in 1878, gave theological instruction in 1.880. In both a course of 4 years of academic and one of 3 years of theo¬ logical instruction are in all ordinary cases required. No schools of law or of medicine are reported. Those provided for in the scheme of the State University were still unorganized in 1880. NEBRASKA. 199 SPECIAL INSTRUCTION. EDUCATION OF THE DEAF AND DUMB. Nebraska Institute for the Deaf and Dumb, Omaba, organized in 1869, reported in 1880 a principal, witb 4 teachers, a matron, foreman, and 81 pupils. The aim is to give a fair English education. Articulation was taught only to a limited extent, as no special teacher was provided. The audiphone had been used with benefit only in cases where the auditory nerve was sound and the teeth good. During 1880, a work¬ shop was built, in which 8 were learning carpentry and 10 learning to print. Girls were taught general housework, needle and fancy work. — (State report, 1880.) INSTRUCTION OF THE BLIND. The Nebraska Institute for the Blind, Nebraska City, opGned in 1875, reported in 1880 a principal, 3 teachers, 28 pupils enrolled, and 22 in average attendance; instruc¬ tion was given in branches ordinarily taught in the best graded schools, in vocal and instrumental music, and in some of the industrial arts. On completion of the full course, the pupils are graduated as from other institutions of learning. — (State report, 1880.) STATE REFORM SCHOOL. A bill passed the legislature in 1880 to establish a State Reform School at Kearney, and $10,000 were appropriated for buildings and to support the school for two years. A building was erected, but the school could not be opened till further legislation could be had. This building is on a farm of 320 acres, donated by the citizens of Kearney, far away from the large towns. It is provided that the institution must be a school, not a prison. Every scholar must be taught a trade or some means of earning a liveli¬ hood. — (State report, 1880.) EDUCATIONAL CONVENTIONS. STATE CONVENTION OF COUNTY SUPERINTENDENTS. Two meetings of this kind were held in 1880 ; one at Lincoln, January 7, the other at Wisner, in the following week. Papers were read on the following topics : “ The superintendent’s relation to the normal institutes and hints for the management of the same,” “Conventions of school officers,” “How to assist school boards in the management of their business,” “A course of study for country schools,” “The evils arising from a diversity of text books,” “How the work of county superintendents may be made useful and profitable,” “The means of obtaining fuller and more correct reports from district officers.” The attendance was large, the discussions able, and the results are said to have been highly beneficial. Committees were appointed to prepare work for future meetings of the kind. — (State report, 1880.) STATE TEACHERS’ ASSOCIATION. The annual meeting of this association was held at Seward, March, 1880. Papers were presented on the following topics: “A course of study from real life,” “Grad¬ ing the public schools,” “Requisites to successful teaching,” “Industrial drawing,” “Aims and principles of study,” “ Oral instruction as tested by experience,” and “The State as an educator.” The attendance was large and the exercises were varied and interesting. — (State report, 1880.) CHIEF STATE SCHOOL OFFICER. Hon. W. W. "W. Jones, State superintendent of public instruction , Lincoln. [First term, January 4, 1881, to January 4, 1883.] Preceding superintendents for the ten years past were Hon. S. D. Beals, 1869 to 1871 ; Hon. J. M. McKenzie, 1871 to 1877 ; Hon. Samuel B.. Thompson, 1877 to 1881. 200 REPORT OF THE COMMISSIONER OF EDUCATION. SUMMARY OF EDUCATIONAL STATISTICS • 1870-71. 1871-72. 1872-73. 1873-74. POPULATION AND ATTENDANCE. Youth of school age (6 to 18) . 4,409 4,950 5, 675 6,315 Enrolled in public schools _ ........... 2, 505 2, 844 3,848 3, 884 Average number belonging.. _ _ ...... 2, 372 2,701 2,390 3, 285 Average daily attendance . . . 2, 080 2 884 Attending private schools . . 354 439 519 680 SCHOOL DISTRICTS AND SCHOOLS. Number of districts _ _ _ _ _ _ _ 54 58 71 Number of districts reporting _ _ ... _ 38 38 68 Number which voted district tax.... .... 3 5 8 Number of public schools _ _ _ 68 76 108 Number sustained without rate bill _ _ _ 32 49 68 Number of school-houses.... _ _ _ 43 50 59 Number unfit for use.... .... . . . 4 8 5 Ungraded schools _ 45 52 69 Graded schools _ ...... _ _ _ 23 24 39 High schools . . . . . . . . . 1 1 2 Average length of term in days . 142 190 151 Volumes in school libraries _ .... ...... 1,134 1, 152 983 V alue of school property _ ...... _ ®57, 085 370, 480 3121,011 TEACHERS AND THEIR PAY. Men teaching. . . . . . . 24 26 29 35 Women teaching . . 50 47 47 80 Total number of teachers . 74 73 76 115 Average pay of men. . . . . . 3116 53 $116 53 > 3100 56 Average pay of women . 88 73 88 73 J INCOME AND EXPENDITURE. Whole receipts for public schools . 3146, 181 Whole expenditure for public schools .... $98, 469 398, 468 124, 301 SCHOOL FUND. Amount of State school fund _ |58, 000 3104, 000 3104, 000 . STATE SCHOOL SYSTEM. OFFICERS. A State superintendent of public instruction, elected by tbe people for 4 years, and a State board of education, composed of tbe governor, superintendent, and surveyor general, bave tbe management of public school affairs in tbe State. Tbe local officers are county superintendents elected by the people for 2 years, county boards of exam¬ iners appointed by tbe county superintendents, and district boards of trustees num¬ bering 3 or 5 members, according to population. NEVADA. 201 OF NEV ADA — 1 S70-’ 7 1 TO 1879-’80. 1874-75. 1875-76. 1876-77. 1877-78. 1878-79. 1879-’80. Increase or de¬ crease since 1878-79. Increase or de¬ crease since 1870-71. • 7, 538 8,475 9, 364 9, 922 10, 295 10, 592 I. 297 I. 6,183 5, 082 5,521 7. 353 7, 612 7,590 9, 045 I. 1, 455 I. 6,540 3, 745 4, 142 5, 366 5, 127 3, 286 3, 832. 4, 800 4, 666 5. 108 5, 401 I. 293 700 931 849 1,061 814 970 I. 156 I. 616 89 82 109 109 I. 55 68 72 75 77 103 4 7 8 6 9 12 I. 3 I. 9 143 185 101 83 89 94 142 107 D. 35 I. 75 9 20 54 39 81 I. 42 I. 36 123 131 117 111 D. 6 I. 88 3 3 5 4 3 D. 1 I. 2 168 154 150 152 147.6 142.8 D. 4.8 I. 0.8 1,082 1,281 754 665 $253, 306 $283, 338 $221, 294 $275, 274 I. $53, 980 I. $218, 189 36 49 45 49 92 I. 43 I. 68 77 106 124 135 105 D. 30 I. 55 113 155 169 184 197 I. 13 I. 123 ( $112 63 $106 13 $106 00 $84 46 $101 47 I. $17 01 \ 85 20 89 53 84 00 83 09 77 00 D. 6 09 $188,117 $195, 535 $256, 902 $236, 491 $158, 947 161, 299 162, 761 231, 339 205, 147 a$179, 279 al44, 244 D. $35, 035 $274, 500 $380, 000 $415, 000 I. $35, 000 I.$357,000 a Exclusive of balance on band. OTHER FEATURES OF THE SYSTEM. The public schools are sustained by the income of the State school fund, a State tax of half a mill on the dollar annually,1 county taxes of 15 to 50 cents on the $100 of tax¬ able property, and, where the State and county funds are inadequate to maintain schools 6 months in the year, a district tax sufficient for the purpose. Rate bills may be levied at the discretion of trustees for the purpose of prolonging schools which have been maintained 6 months in the year by public funds and have been free to all pupils. State and county school funds raised by taxation are apportioned as follows: 525 per cent, to each district, according to the number of teachers assigned it, reck- 1_With apparently 5 per cent, of all State taxes collected. 202 REPORT OF THE COMMISSIONER OF EDUCATION. oning one to eacli 100 census children or fraction thereof ; the remainder, in propor¬ tion to the number of persons 6 to 18 in the district. The interest accruing from the irreducible school fund is apportioned semiannually to the counties according to the number of census children in each. To receive their share of the public funds, districts must maintain at least 3 months in the year schools taught by a qualified teacher. No sectarian books may be used or doctrines taught, but a uniform series of text books prescribed by the State board of education must be used. Teachers can¬ not receive pay from public funds unless they have a certificate of qualification from the State or county board of examination and have made the reports of school statistics required by law. County superintendents are required to make annual reports to the State superintendent, failing in which they forfeit $200 of salary. The State superin¬ tendent reports biennially. Teachers’ institutes of 5 days each may be held by the county superintendent, by arrangement with the State superintendent, when 25 teachers express a readiness to attend and $100 of the general county funds are appro¬ priated for their expenses, provided the institutes are approved by the board of com¬ missioners — a complication of arrangements that has made the holding of institutes almost impossible. GENERAL CONDITION. The statistics show a small increase in population 6-18 and a much larger one in the total number enrolled in public schools, with a corresponding increase in the average daily attendance. There were 36 more schools taught by 13 more teachers (43 more men and 30 fewer women), the average monthly pay of men having been increased by $17.01 and that of women decreased by $6.09. While the State school fund increased during the year by $35,000 the expenditure for public school purposes decreased by about the same amount. The State superintendent considers the schools to be in as good condition as they can be considering the large area covered by the State, the few facilities for travel and the sparsely settled districts necessitating in many cases small schools. In the larger school communities the work of education has been systematically advanced. Special attention has been paid to the work of grading during the last two years, and the result has been a marked improvement. Notwithstanding the hard times, which have made the burden of the support of public schools hard to bear, the sentiment has pre¬ vailed that they must be maintained, and in many instances extraordinary sacrifices have been cheerfully made for them. Among other improvements during the two years covered by the superintendent’s report 2 new school buildings are mentioned — one erected in Reno, the other in Eureka, both being large, well adapted to their purpose, and pleasing specimens of architectural design. — (State report, 1880.) PROGRESS DURING TEN YEARS. 4 comparison of the statistics of 1870-’71 with those of 1879-’80 shows improvement in nearly every point. The school iiopulation and number enrolled in public schools ha ve increased, the latter in much higher proportion than the former; the average dally attendance also shows a most healthful growth and has kept pace with the av¬ erage belonging in the years in which both are reported. There are 55 more districts reporting ; 9 more levy a special tax ; schools are maintained without rate bills in 75 more-; there are 126 more schools sustained, of which 88 are graded and 2 high; and 123 more teachers are employed, of whom 68 are men and 55 women. CHANGES SINCE 1870. The most important additions to the school law made during the last ten years have been a provision for compulsory attendance on public schools of children 8 to 14 for at least 16 weeks in the year, an act forbidding discrimination in the salaries of teach¬ ers on account of sex, and an act to locate the State University at Elko and provide for its control and maintenance — all adopted in 1873. The only change made in 1879 wa3 a provision for Kindergarten departments as a part of the public school system. This was done at Carson City, where such a department was established and is said to have been successfully carried on. — (State report for 1879 and 1880.) CITY SCHOOL SYSTEMS. OFFICERS. Each village, town, or incorporated city forms one school district, the schools of which are under the control of trustees. In such cities as number more than 1,500 registered voters there must be 5 trustees ; in those with smaller number, 3. VIRGINIA CITY. A return from Virginia City gives the following statistics: Estimated population, 13,705; number of school age, 2,559; enrolled in public schools, 2,260; average attend¬ ance, 1,276; estimated number attending private and parochial schools, 447; value of NEVADA. 203 public school property, $71,500 ; number of school rooms for study, 31, of which 22 were for primary, 7 for grammar schools, and 2 for the high school, all affording 1,545 sittings for study. There were 32 teachers, of whom 29 were women ; average attend¬ ance for each teacher, 42. Total expenditures for public school purposes, $44,437. The course of study embraces 11 years. Four days are allowed teachers annually for the purpose of visiting other schools. The necessity for special taxation to sup¬ port the schools has been felt here as elsewhere throughout the State, the school funds being insufficient, owing to a decrease in the yield of bullion. One result of the lack of funds was a reduction in the number and pay of teachers ; another, the adoption of the half time system in the lowest grade of primary schools. The latter measure is reported a success. An increased interest in primary school instruction is also re ported. — (Pacific School and Home Journal, April, May, September, 1880.) GOLD HILL. Gold Hill has not yet sufficient population to entitle it to notice, on that account; but, for its zeal in education, it may be said that it had in 1880 a course of study cov¬ ering 12 years, a special tax of $12,500 voted for the schools, and the half time system for primary schools in operation. Teachers are allowed three days each year to visit other schools and observe their methods. There was a movement to secure a uniform grading of this and Virginia City — contiguous cities forming really one community — but the effort did not succeed. TRAINING OF TEACHERS. NORMAL SCHOOLS. There is no indication of the existence of any normal school either public or private in the State. teachers’ institute. Institutes, State and county, seem to be the only means provided for the training of teachers, and the holding of these is optional with the State and county superintend¬ ents. The State superintendent, with the consent of the board of education, is author¬ ized to convene annually a State institute for a session of 5 to 10 days and to engage such instructors for it as he may consider advisable. County superintendents are authorized to call one or more institutes annually on the application of 25 teachers willing to attend. The sum of $100 is appropriated out of the general funds for the expenses of each institute. Information respecting institutes held in 1880 is wanting. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. There are reported a total of 3 high schools in the State, an increase since 1870 of 2. The school in Virginia City reports 43 sittings for study and two teachers of each sex, the principal receiving $160 a month, the assistant $125. There was only 1 pupil in the graduating class for 1880. The school in Gold Hill graduated a class of 10. Mili¬ tary training is given the boys in the latter school to some extent. They are furnished with United States regulation muskets. OTHER SECONDARY SCHOOLS. For statistics of any private secondary schools reporting, see Tables IV, VI, and VII of the appendix, and summaries in the report of the Commissioner preceding. SUPERIOR, PROFESSIONAL, AND SPECIAL INSTRUCTION. STATE UNIVERSITY. The State University, at Elko, organized in 1874, is still simply a preparatory school. It reports buildings and grounds valued at $25,000, an appropriation from the State of $6,000 in 1880, and 48 students enrolled, of whom 23 were tnen and 25 women. — (Re¬ turn.) There are no scientific or professional schools reporting from Nevada. The State sustains no institution for the benefit of her deaf and dumb and blind, but makes provision for their education at the school in Berkeley, California. CHIEF STATE SCHOOL OFFICER. Hon. D. R. Sessions, State superintendent of public instruction , Carson City. [Term, January 6, 1879, to January 1, 1883.] Preceding superintendents in the ten years past: Hon. A. N. Fisher, 1867 to 1875, and Hon. Samuel P. Kelly, 1875 to 1879. 204 REPORT OF THE COMMISSIONER OF EDUCATION. SUMMARY OF EDUCATIONAL STATISTICS POPULATION AND ATTENDANCE. Youth of school age (5-21) a .. Enrolled in public schools . Average daily attendance . Attending private schools . Youth 5-15 out of school . SCHOOL DISTRICTS AND SCHOOLS. Organized school districts. .. Number of public schools. . - . Graded schools . High schools . Average length of term in days. Number of school-houses . School-houses unfit for use . Built during the year . Having maps and globes . Estimated value of schoolprop- erty. TEACHERS AND THEIR PAY. Men teaching . Women teaching . Whole number of teachers .... Teaching successive terms . Teachers from normal school.. Average monthly pay of men. Average monthly pay of women . RECEIPTS AND EXPENDITURES Total income for public schools. Total expenditure for public schools. 1870-71. 75, 495 69, 016 46, 178 5, 907 2,102 2, 373 70 385 $1, 467, 907 518 2,910 3,428 $36 95 22 03 $418, 545 1871-72. 77, 364 72, 762 49, 293 4,602 2,284 2, 452 325 98i 431 $1,885, 435 585 3, 241 3,826 1,108 $37 56 24 33 $468, 528 1872-73. 76, 167 69, 874 46, 759 2, 613 3, 680 2, 183 2, 496 392 27 106 402 $1, 944, 970 527 3, 296 3, 823 1,135 $40 78 23 84 $507, 446 1873-74. 69, 178 47, 275 2,593 2, 148 2, 502 330 31 100 390 1874-75. 76,272 68, 751 48, 288 3,357 4, 164 2, 499 403 39 100 2, 223 388 25 649 $2, 232, 080 $2, 258, 059 482 3,330 3, 812 1,262 $44 87 24 90 $492, 864 488, 104 503 3,166 3, 669 1,189 237 $42 61 25 54 $621,649 742, 854 a The law respecting the enumeration of youth of school age is very imperfectly attended to, and NEW HAMPSHIRE. 205 OF NEW HAMPSHIRE — 1870-’71 TO 1S79-’S0. 1875-76. 1876-77. 1877-78. 1878-79. 1879->80. Increase or de- crease since 1878-79. Increase or de- crease since 1870-71. 74,747 73, 418 73, 785 72, 102 71, 132 D. 970 D. 4,363 66, 699 68, 035 66, 023 65, 018 64, 394 D. 624 D. 4, 622 48, 857 47, 921 48,410 48, 910 48, 966 I. 56 I. 2, 788 1,493 3, 782 3, 066 3, 076 I. 10 4, 156 3, 890 3,980 3,988 3, 715 D. 273 D. 192 2, 062 2, 049 2, 007 2,010 I. 3 E. 92 2, 498 2,562 2, 560 2, 535 2, 528 D. 7 I. 155 458 424 485 474 489 I. 15 39 37 49 44 47 I. 3 93.7 91.85 96.65 101. 5 105.3 I. 3.8 I. 35.3 2, 237 2, 231 2, 261 2, 256 2, 248 D. 8 417 361 300 291 292 I. 1 D. 93 12 28 26 25 D. 1 699 852 921 1,175 I. 254 $2, 248, 970 $2, 383, 144 $2, 336, 547 $2,280,709 $2, 296, 808 I. $16, 099 I. $828,901 553 591 600 628 580 D. 48 I. 62 3, 107 2, 955 3, 026 2, 954 2, 880 D. 74 D. 30 3,660 3,546 3, 626 3,582 3, 460 D. 122 I. 32 1,125 1,127 1,279 1,220 1, 378 I. 158 295 396 376 377 I. 1 $41 93 $38 37 $37 12 $34 09 $34 12 I. $0 03 D. $2 83 25 72 24 71 24 26 22 83 22 23 D. 60 I. 0 20 $652, 714 $609,733 $583, 441 $587, 412 $562, 116 D. : $25, 296 I. $143,571 668, 046 604, 654 636,655 609, 588 565, 340 D. 44, 248 the figures aa to the number of such children here given are probably much below the truth. 206 REPORT OF THE COMMISSIONER OF EDUCATION. STATE SCHOOL SYSTEM. OFFICERS. The State school officers are a superintendent of public instruction, appointed by the governor for 2 years, and a board of trustees of the State Normal School, composed of the governor, the State superintendent, and 5 persons appointed by the governor to serve 2 years. Up to 1879 the number was 15. Town school affairs are in charge of committees elected by ballot or appointed by the selectmen. Town or city superintendents may be elected when the people choose. District officers are a moderator, a clerk, and a prudential committee of from 1 to 3 persons. School districts comprising the whole town must and certain others may elect a board of education of 3, 6, or 9 members, who have the powers of school and prudential committees. Women may vote in school meetings and are eligible to all school offices. OTHER FEATURES OF THE SYSTEM. The public schools are supported by the proceeds of the State literary fund and by a town tax on polls and ratable estate of $350 for school purposes for every dollar in the $1,000 of State tax which such towns are required to raise for general purposes. Towns may raise a larger sum. The State fund is distributed in proportion to the number of scholars not less than 5 years old last reported as attending the public schools not less than 2 weeks. The town fund is apportioned according to the valua¬ tion of each district for the year. To be legally employed, teachers must have certifi¬ cates showing them to be not only competent from an educational point of view and of good moral character, but also of suitable temper and disposition for teaching. Any town or any district with not less than 100 children between 6 and 16 may by vote establish a high school and become a high school district ; and two or more districts in the same or in different towns may unite by a two-thirds vote in the support of a high school and form a high school district. Ten per cent, of school moneys may be applied for the conveyance to and from school of scholars who live more than a mile and a half distant. Since 1871 all persons having charge of children 8 to 14 years old have been required to have them instructed in a public or private school, or otherwise, for at least 12 weeks of each year, 6 of the weeks to be consecutive. Any town or district may make by laws relative to truancy and non-attendance of children 6 to 16, and compel their attendance. The employment of children under 15 in manufacturing establishments is forbidden unless such children shall have attended some school at least 12 weeks during the year preceding, and children under 12 must have attended 6 months or during the entire term of the public school in their district. Employers must have a certificate from the school committee as to such attendance. For violation of this law there is a penalty imposed on employers not to exceed $20 for each offence ; also one on parents and guardians of $10 for the first and $20 for every subsequent offence. A later law of 1879 absolutely forbids the employment of children under 10 and im¬ poses on violators a penalty not to exceed $100 nor to be less than $20. — (General laws of New Hampshire, 1878.) CHANGES SINCE 1870. Among the more important changes in the laws bearing on education made during the last ten years have been, besides the compulsory school law of 1871 above referred to, enactments in 1874 for the abolition of the State board of education and the repeal of the provisions for holding teachers’ institutes ; in 1879 to prohibit the employment in factories of children under 10 and to permit probate judges to put neglected or abandoned children less than 14 years old under the guardianship of the New Hamp¬ shire Society for the Prevention of Cruelty to Children ; also a joint resolution to estab¬ lish in the State Reform School means of industrial training to prepare the inmates for self' support. GENERAL CONDITION. The statistics for 1879-’80 show a continued decrease for the year of youth 5-21 years of age and in the total number enrolled in public schools, in the number of schools taught, iu the number and pay of teachers, and in the receipts and expenditure for public schools. There was, on the other hand, an increase in the average daily attend¬ ance on public schools, in the number of high and of graded schools taught and of school-houses supplied with maps and globes, in the value of school property, in the number of teachers employed in the same school during successive terms, and in the average length of term taught throughout the State, while in the ten years this term was lengthened on an average 35.3 days. The returns since 1871-’72 indicate a decrease of the enrolment in public schools and an increase in the average daily attendance. This decrease of scholars is attributed by the superintendent to an increase of private and sectarian schools. The loss in public school enrolment was not so great, however, in 1879-’S0 as in the previous year ; the number attending private schools was about the same, while that of children 5-15 not attending any school was less by 273. The falling oif in the in- NEW HAMPSHIRE. 207 come and expenditure for public schools was considerable from 1875, but 155 more such schools were taught at the close of the ten years than at the beginning ; the in¬ come for them was greater by $143,570 ; 32 more teachers were employed, and the proportion of men to women was considerably increased, 62 more of the former and 30 less of the latter being on the roll, while the average of qualifications was doubt¬ less higher from the greater number that had been trained in normal schools. Although, unlike the new and commercial States, the population of this State does not increase, the character of the schools is improving and coming into harmony with the educa¬ tional movements of the age. CITY SCHOOL SYSTEMS. OFFICERS. Towns and cities elect school committees or boards of education for the manage¬ ment of their public schools ; they may also make provision for the election or appoint¬ ment of a superintendent. Manchester has a committee comprising the mayor, the president of the common council, and 1 member for each ward. Dover has 13. Nashua and Portsmouth have each committees of 12 members, and all the above, except Portsmouth, have superintendents. STATISTICS. Population, census of 1880. Children of school age. Enrolment in public schools. Average daily at¬ tendance. Number of teachers. Expendi¬ ture. Concord _ _ 13, 521 11, 673 32, 458 13, 453 9, 732 2, 347 1, 946 4, 236 2, 244 1, 812 83 $35, 775 23, 210 47, 877 28, 479 22, 935 Dover . _ _ ...... _ 2, 350 5, 640 1, 388 51 Manchester . . . 2, 773 1, 734 1, 549 91 Nashua . 51 Portsmouth . . 2, 251 1, 905 39 ADDITIONAL PARTICULARS. Dover reports 18 public school-houses, with 2,015 sittings for study ; the schools were classed as ungraded, primary, grammar, high, and evening; the day schools were taught an average term of 177.3 days ; music was apart of the course in all the grades. During the year 1879-’80 the Grnbe method of teaching numbers and the script word method of teaching reading were introduced. The progress in the evening schools was all that could be desired; average attendance, 75. The high school had 110 en¬ rolled, of whom 40 were boys and 70 girls, graduating a class of 14, of whom all but 2 were girls. There was an estimated attendance of 90 in private and parochial schools. (Report and return.) Manchester furnished in 24 public school buildings 3,500 sittings for study, the prop¬ erty, including furniture and apparatus, being valued at $286,200. The day schools, classed as ungraded, primary, grammar, and high, were taught 188 days. Evening schools were taught during 5 months of the year, having 214 enrolled and 91 in aver¬ age attendance. The high school had 175 enrolled, of whom 82 were boys and 93 girls, under 5 teachers. The estimated number attending private and parochial schools was 2,100. — (Return.) In Nashua 16 public school-houses afforded 56 rooms for study, all school property, including furniture and apparatus, being valued at $232,891. The amount expended for school purposes, including repairs, was greater than the year before, but increased attendance reduced the per capita amount from $12.69 to $11.84. Besides the day schools (classed as suburban primary, middle, grammar, and high), 3 evening schools were taught, with an enrolment of 347, of whom 245 were in average attendance. Over 100 were attending for the second or third year. These schools have ceased to be an experiment; they are considered a most valuable feature of the system; and it is said that no money expended for educational purposes brings better returns than that which is paid for them. The high school course was materially changed during the year, a commercial course of 2 years established, and a more practical character given to the other departments. The attendance was 186, of whom 109 were girls. It is estimated that only 20 pupils are attending private or parochial schools. — (City report and return.) Portsmouth reports in 13 public school buildings 36 rooms for study ; school property, including furniture and apparatus, valued at $22,100; a term of 198 days taught; the schools classed as primary, intermediate grammar, and high, the latter having 147 pupils enrolled (79 girls and 68 boys) and 105 in average attendance. — (Report and return.) TRAINING OF TEACHERS. STATE NORMAL SCHOOL, PLYMOUTH. The State has but one normal school, for which it appropriates annually $5,000, to be expended as the trustees may direct. It was established in 1870 as a professional school 208 REPORT OF THE COMMISSIONER OF EDUCATION. for the training of teachers for the common and high schools. The full course is 2 years, hut students preparing to teach in primary schools may upon satisfactory completion of studies required in such schools receive certificates covering those branches. A training school connected with the institution affords students ample opportunity for practice under the supervision of professors. The school is reported to be thoroughly professional according to advanced methods, and is growing in public favor. Its at- tendaiice inpreases from year to year, and its graduates are quickly absorbed into the schools of the State. TEACHERS* INSTITUTES. The law makes no provision for institutes ; but teachers in different parts of the State have organized and held institutes of a high order at their own expense. — (Statement of State superintendent. ) EDUCATIONAL JOURNAL. No journal of education is published in this State ; but information regarding the public schools is found in the New-England Journal of Education for 1879-80. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. The State superintendent reports 47 district and town high schools, an increase of 3 over the number in 1878-79. In the 24 which report statistics of attendance there were 952 boys and 1,085 girls enrolled, a total of 2,037, of whom 1,827 were residents of the State. There were 560 studying ancient languages and 271 modern. Thirteen of the schools report libraries containing from 20 to 1,200 volumes and aggregating 4,444. PRIVATE SECONDARY SCHOOLS. The statistics of private schools of higher grades from 33 towns, as given in the super¬ intendent’s report for 1881, show a total attendance of 2,748 pupils, of whom 1,558 were boys and 1,190 girls. Of these 813 were studying ancient and 272 modern languages. One hundred and twenty-seven teachers were employed, of whom 67 were men ana 60 women. For statistics of such schools reporting to this Bureau, see Tables IY, VI, and VII of the appendix, and for summaries of them, the report of the Commissioner preceding. SUPERIOR INSTRUCTION. DARTMOUTH COLLEGE. Dartmouth College, Hanover, organized in 1770, is under the influence of the Ortho¬ dox Congregational Church, and is exclusively for young men. Its departments are academic, medical, agricultural, and scientific, the latter including the Chandler Scientific School and Thayer School of Engineering. In the academical department, besides a 4 years’ classical course with the modern languages, a Latin-scientific course has been established, differing from the classical only in the omission of Greek and the substitution of an additional amount of mathematics, sciences, and modern languages, and leading to the degree of bachelor of letters. Graduates of approved preparatory schools since 1877 have been admitted to the academical department on the certificates of their principals without examination. In the 10 years from 1870-’71 to 1879-80 there was a moderate advance in the requirements for admission, with more written exercises ; the number of the general faculty rose from 32 to 33, but the number of students in all departments fell from 438 to 396. — (Catalogues.) For statistics of the academical department in the latter year, see Table IX of tho appendix, and the summary in the report of the Commissioner preceding. SUPERIOR INSTRUCTION OF WOMEN. For statistics of institutions devoted to the higher education of women, see Table VIII of the appendix, and summary of it in the report of the Commissioner preceding. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. ✓ Instruction in scientific and related branches is given in the State College of Agri¬ culture and the Mechanic Arts (organized in 1866), in the Chandler Scientific School (organized in 1852), and in the Thayer School of Engineering (organized in 1871), all departments of Dartmouth College. The Chandler Scientific School was established for the purpose of giving instruction In the practical and useful arts of life, but chiefly in mechanics, civil engineering, machinery, carpentry, masonry, architecture and drawing, together with the modern languages and English literature, book-keeping, and other practical branches. The course covers 4 years and leads to the degree of bachelor of science. That of master was still given in course in 1880 to bachelors of 3 years’ standing. NEW HAMPSHIRE. 209 In the Agricultural College the course covers 3 years and includes the English por¬ tion of a regular coliege course, together with such additional studies as meet the necessities of the farmer. Candidates for admission are examined in arithmetic, algebra to quadratics, English grammar, geography, United States history, and orthography. The Thayer School provides an exclusively professional training in civil engineer¬ ing in a 2 years’ course. The Latin-scientific course at Dartmouth and the Chandler Scientific School give an exceptionally good preparation for the Thayer School. For statistics, see Table X of the appendix, and a summary in the report of the Commissioner preceding. PROFESSIONAL. The only school for professional instruction reported is the medical department of Dartmouth College, which requires for admission of applicants who are not graduates of some college, academy, or high school, an examination to test their fitness for medical study, and, for the degree of m. d., 3 full years of medical study under a pre¬ ceptor, attendance on 2 full courses of lectures of 16 weeks each year, and practice in dissection. For statistics, see Table XIII of the appendix, and a summary of it in the report of the Commissioner preceding. SPECIAL INSTRUCTION. EDUCATION OF THE DEAF AND DUMB AND THE BLIND. The State supported 12 children during the year 1879-’80 in the Perkins Institu¬ tion and Massachusetts School for the Blind, at Boston; in the Institution for Deaf- Mutes at Hartford it had 20, in the institution at Northampton 2, and in the Massa¬ chusetts School for Idiotic and Feeble-Minded Youth, Boston, 3. — (Communication from State superintendent.) REFORMATORY AND INDUSTRIAL TRAINING. The State Industrial School, Manchester, had 173 pupils under instruction and train¬ ing during the year 1879-80, the number at date of the report being 115, all hoys hut 15. The common school branches are taught, and some of the higher ones, as philos¬ ophy, algebra, and history. The hoys are taught shoemaking, chair seating, and farming; the girls are employed in sewing and general housework. Measures have recently been taken for the introduction of other and more profitable employments or trades ; the legislature has appropriated money for the erection of a building and the purchase of machinery, and it is expected soon to establish the manufacture of chair frames. The discipline of the school is parental, and the training in a large majority of cases results in reformation. — (Report for 1880 and return.) The New Hampshire Orphans’ Home, Franklin, a private and non-sectarian home or¬ ganized in 1871 that is supported by voluntary contributions, reports 24 hoys and 21 girls under instruction in 1879-’80. The Orphans’ Home, Concord, organized in 1866, under Protestant Episcopal influ¬ ence, reports 7 hoys and 20 girls. In both the pupils are taught the common school branches, with the addition of farming and gardening for the boys and, housework for the girls. — (Returns.) EDUCATIONAL CONVENTION. STATE ASSOCIATION. The annual meeting of the State Teachers’ Association held at Keene was fully at¬ tended. The papers and discussions were of a high order, and all related to questions of great practical importance to school teachers. Among those who participated prominently in the exercises were Hon. Charles A. Downs, ex State superintendent ; Professor Hiram Orcutt; Hon. B. G. Northrop, secretary of the board of education of Connecticut; Rev. W. W. Hayward, MissS. C. Eastman, ofHenniker; Professors Henry E. Parker and E. R. Ruggles, of Dartmouth College ; Principal Perkins, of Exeter ; Professors F. W. Hooper, E. B. Powers, C. P. Hall, and H. P. Warren; Hon. J. W. Pat¬ terson, State superintendent; Col. T. W. Parker, of Quincy, Mass., and others. Among the topics considered were objects of study in the common schools, value of high schools, the proper pronunciation of Latin, the metric system, natural sciences in the schools, and the needs and methods of the common schools. These and other subjects were discussed with great earnestness and ability, and the meeting was thought to be one of special interest and value. CHIEF STATE SCHOOL OFFICER. Hon. James W. Patterson, State superintendent of public instruction , Concord. [Term, July 8, 1880, to July 7, 1882.] Preceding superintendents since 1870: Hon. Anthony C. Hardy, 1869 to 1871; Hon. John W. Simonds, 1871 to 1873; Hon. Daniel S. Beede, August, 1873, to February, 1874; Hen. John W. Simonds again, 1874 to 1876; and Hon. Charles A. Downs, 1876 to 1880. 14 E 210 REPORT OF THE COMMISSIONER OF EDUCATION. SUMMARY OF EDUCATIONAL STATISTICS POPULATION AND ATTENDANCE. Youth of school age (5-18) _ Enrolled in public schools.... Average monthly enrolment.. . Average daily attendance . Enrolled in private or church schools. Total enrolment in all schools . Children in no school . SCHOOL DISTRICTS AND SCHOOLS. Townships and cities . School districts . Public school buildings . Departments in these . Unsectarian private schools . . . Church schools . Districts with poor school- houses. Districts Avith passable ones.. . Districts with good ones . Districts with very good ones. Number of new school-houses.. Schools refurnished or remod¬ elled. Average value of school-houses . Valuation of all public school property. Districts with less than 6 months’ school. Districts with 6 to 9 months’ school. Districts with 9 months’ school or more. Average time of school in days. TEACHERS AND THEIR PAY. Male teachers in public schools . Female teachers in same . Whole number . Average monthly pay of men.. Average pay of women . Teachers in private or church schools. INCOME AND EXPENDITURES. Whole receipts for public schools. Whole expenditure for them . . STATE SCHOOL FUND. 1870-71. 1871-’72. 1872-’73. i— i 1 00 ■vj to 1874-75. 265, 958 279, 149 286, 444 298, 000 312, 694 169, 430 178, 826 179, 443 186, 392 191,731 86, 812 99, 444 87, 840 96, 224 36, 527 98, 089 30, 106 35, 305 36, 163 42, 434 199, 536 234, 749 215, 606 222,919 234, 165 62, 718 63, 330 69, 229 71, 895 76, 168 247 248 254 258 259 1,390 1,378 1,367 1,369 1, 371 1,501 1,486 1,480 1,493 2, 835 1, 539| 2, 462 2,597 2, 641 2, 948 357 357 308 253 240 11H 147 124 101 106 255 171 152 147 116 267 265 256 299 285 420 452 477 429 473 208 273 323 353 372 82 85 83 51 40 84 $2, 495 4, 246, 998 99 96 $4,822 5, 554,828 82 $4, 020 6, 000, 732 73 $4, 085 6, 287, 267 $4, 966, 788 45 138 1,195 190 178 193 192' 194 952 955 907 '960; 946 1,979 2, 120, 2, 224 2, 256 2, 307 3, 253 2, 931 3,075 3, 131 3, 216 $57 34 $62 11 $65 92 $65 77 $67 65 32 43 34 66 36 61 38 00 551 37 75 $2, 375, 642 $2, 263, 070 $2, 497, 068 $2, 304, 398 $2, 311, 466 2, 375, 642 2, 471,343 2, 471,343 2, 219, 686 2, 340, 985 $550, 784 $550, 784 $805, 033 $857, 436 $1, 210, 882 Permanent school fund NEW JERSEY. 211 OF NEW JERSEY— 1870-’71 TO 1S79-’S0. 1875-76. 1876-77. 1877-78. 1878-79. 1879- 80. Increase or de- crease since 1879-,80. Increase or de¬ crease since 1870-71. 314, 826 318, 378 322, 166 327, 818 330, 685 I. 2, 867 I. 64,727 196, 252 198, 709 202, 634 203, 568 204, 961 I. 1, 393! 1. 35, 531 145, 837 123, 710 125, 059 I. 1,349 103, 520 107, 961 113,604 112:070 115, 194 I. 3, 124 I. 28, 382 41, 964 42, 208 42, 017 40, 701 43, 530 I. 2, 829 I. 13,424 238, 186 240, 917 244, 651 244,269 248, 491 I. 4,222 I. 48, 955 73, 733 72, 389 72, 067 80, 369 81, 117 I. 748 I. 18, 399 262 263 265 268 271 I. 3 ! I. 24 1,368 1,367 1,367 1, 370 1,371 I. 1 | D. 19 1,532 1,546 1,551 1, 558 1,585 I. 27 I. 84 3, 046 3, 081 3, 182 3,259 3,486 I. 227 I. 1,024 235 198 227 218 129 D. 89 : D. 228 103 88 98 102 107 I. 5 ! D. 11 102 178 166 148 171 I. 23 D. 84 259 252 274 287 291 1. 4 I. 24 490 464 451 433 545 I. 112 I. 125 451 469 469 497 567 I. 70 I. 359 47 26 24 34 26 D. 8 D. 56 66 35 39 40 65 I. 25 D. 19 $4, 209 $5, 099 $4, 967 $4, 960 $4, 108 D. $852 I. $1,613 6, 449, 516 6,518,504 6, 300, 398 6, 401, 603 6, 244, 139 D. 157, 464 1.1,997,141 13 11 14 10 D. 4 80 84 81 73 D. 8 1,275 1,271 1,275 1, 288 I. 13 192 184 194 194 192 D. 2 I. 14 978 954 993 977 991 I. 14 I. 39 2, 306 2, 356 2, 436 2, 355 2, 486 I. 131 I. 507 3,284 3, 310 3, 429 3, 332 3, 477 I. 145 I. 546 $66 42 $63 78 $60 50 $56 94 $55 82 D. $1 12 | E. $1 52 37 39 37 04 36 14 33 73 32 90 D. 83 I. 47 360 333 540 572 I. 32 $2, 154, 415 $2, 079, 907 $2, 004, 049 $1, 889, 475 $1, 928, 374 ! I. $38, 899 D. $447, 268 2, 154, 415 1,929, 902 2, 004, 049 1, 889, 475 1,928, 374 1. 38, 899 , D. 447,268 $ 1 , 241, 819 j$l, 650, 350 $1, 385, 284 $2, 425, 172 $2, 515, 785 1. $90, 613 I. $1,965, 001 212 REPORT OF THE COMMISSIONER OF EDUCATION. STATE SCHOOL SYSTEM. OFFICERS. Since 1867 the system of officers for the State has remained substantially the same as now. There is a State hoard of education, with a hoard of trustees of the normal schoel, a superintendent of public instruction appointed by the State board for the term of three years, a board of examiners for teachers who desire State certificates, and a board of “trustees for the support of the public schools,” who have charge of the State school fund. The State superintendent is ex officio member and secretary of the State board of education, president of the State Association of School Super¬ intendents, and member of the State, county, and city boards of examiners. For each county there is a superintendent of public schools appointed by the State board for a term of 3 years, subject to the approval of the county board of freeholders, with a board of examiners, composed of the superintendent and one to three teachers chosen by him from among those who hold county or State certificates. For each school district a board of 3 trustees is chosen by the voters of the district, at the first annual meeting after its establishment, for terms of 1, 2, and 3 years ; and at each subsequent annual meeting one is elected for three years to replace the outgoing one. The district trustees of each township together constitute a township board of trustees, and, as such, meet the county superintendent semiannually to hear from him suggestions and submit to him questions as to the management of the schools. — (School law, edition of 1878.) OTHER FEATURES OF THE SYSTEM. The income for the public schools was derived in 1880 from the proceeds of a State school fund, of a State tax of two mills on the dollar,1 of the surplus revenue fund of each county, and of township, district, and city taxes. The State funds were appor¬ tioned on the basis of the reported number of youth of school age. Each district, to obtain its share, must have suitable school buildings and must have maintained a free school at least 9 months of the preceding school year ; while teachers must hold cer¬ tificates of qualification and present a duly kept school register for the time for which pay is asked. Teachers may suspend disorderly scholars, reporting their action to the school trust¬ ees for confirmation or rejection, but are not allowed to inflict corporal punishment. They are required to attend the annual institute held in the county where they teach unless excused by the superintendent, their pay continuing during such attendance. Free instruction in the public schools is given to all children from 5 to 18 years of age, and those from 8 to 14 must be sent to some school at least 12 weeks yearly, unless instructed at home or excused because of bad mental or physical condition. The State encourages the formation of district libraries by giving $20 if the like sum is raised by the district, and a further sum of $10 annually to increase and improve the library if the district will do the same. Instruction in the metric system is encour¬ aged, and every public school applying for it may receive from the State a simple set of apparatus for aiding such instruction. Under the old rules for authorizing teachers it was found that the terms for State and high grades of county certificates were too short to induce those qualified for these grades to secure them and that a large number of this class held third grade cer¬ tificates. To make the higher grades more desirable, the board of education, in 1880, changed the terms as follows : second grade State certificates, 10 years ; third grade, 7 years; first grade county certificates, 5 years; second grade, 3 years — the change to apply to all subsequent certificates. — (School law, edition of 1878, and report, 1880.) CHANGES IN THE SCHOOL LAWS. By an amendment to the school law adopted May 6, 1871, the public schools were made entirely free, and a tax of 2 mills on the dollar was authorized to enable them to be held as such 9 months of the year, with an allowance of an additional township tax for this purpose if found necessary. On March 27, 1874, the compulsory law before re¬ ferred to was passed ; it was amended April 9, 1875, so as to require parents and guar¬ dians to secure the attendance of children 8 to 14 years of age at least 12 weeks in each year, 6 of these weeks to be consecutive, or to have them instructed at home for the same time in branches commonly taught in the public schools ; for every week during which, after due notice from the district clerk, there should be a failure to comply with the conditions of this law a penalty of $3 was imposed. On April 5, 1878, the State superintendent was authorized and directed, with the approval of the State board of education, to place in every public school in the State applying for the same 1 In 1881 the State tax will bo $4 a child instead of 2 mills on the dollar, giving a greater uniformity of revenue for schools. NEW JERSEY. 213 a simple set of apparatus to teach tlie metric system of weights and measures, and the sum of $2,000 was appropriated for this purpose. — (School laws, edition of 1878, and Report of the Commissioner of Education for 1876.) GENERAL CONDITION. The State report for 1880 shows advance at many points, which, if not all that could he wished, is yet enough to he exceedingly encouraging. Against an increase of 2,867 in youth of school age, there was, indeed, only an addition of 1,393 to the public school enrolment; hut probably most of the remaining 1,474 were absorbed by the 5 additional church schools reported. The increase of daily attendance in the public schools exceeded by 1,775 the increase of the average monthly enrolment in them. The increase of teachers in public schools (145) was more than sufficient to care for all the additional children to be taught, providing an additional teacher for every 9 additional scholars actually brought under State instruction. Then 27 new State school buildings, many of them large ones, with 227 new departments, made ample provision for the additional enrolment and secured greater comfort for many of those previously enrolled. There was an increase of 112 districts with good school-houses and of 70 with those rated “ very good/’ but a decrease of $157,464 in the valuation of school property. The receipts for schools were $38,899 more and the capital of the State school fund was increased by $90,613. REVIEW FOR THE TEN YEARS. Comparing 1880 with 1871, we find the State schools fast gaining on the private and parochial ones, the former increasing by 1,024 in 84 additional school buildings, while the latter diminished by 239. The buildings for the State schools, too, improved in quality, those in 125 more districts being rated “ good,” in 359 more 11 very good,” while those with “poor” school-houses were 84 less in number. The enrolment in the State schools (35,531 more) united with that in the private and church schools (13,424 more) came within 15,772 of reaching the in crease in youth of school age (64,727), and thus nearly provided for the education of all the youth that had a right to claim it. Through the training given at the excellent State Normal School, at kindred schools in at least 4 of the cities and at the required annual county institutes, the teaching force has been also steadily improved, and the 3,477 teachers in the public schools in 1880 probably mnch more than doubled in effectiveness the 2,931 of the year 1870-71, of which the 28,382 increase in average attendance of the pupils is one clear proof. Much of all this improvement probably is due to the steady employment throughout these ten years of a well chosen superintendent, backed by the advice and aid of an excellent State board of education. — (State reports for these years.) ABSENTEEISM. Absenteeism has been yearly receiving more attention. In one county it has been almost entirely overcome, the daily attendance reaching 98 per cent, of enrolment. Nearly all the children in the State between the ages of 7 and 10 years attend, for a longer or shorter time, public or private schools. The reports show that but 1 per cent, between these ages are entirely out of school. — (State report.) SCHOOL-HOUSES, APPLIANCES, AND TEACHERS. Increased attention has been yearly given to the comfort and supplies of the school rooms by improvement in their ventilation, in the desks used, and in the supply of blackboards, maps, and globes. By the authority of the State 1,257 schools have been provided with Webster’s Unabridged Dictionary, 875 with a pronouncing gaz¬ etteer, 147 districts with text books, 140 schools with libraries, and 475 with sets of metric apparatus. Permanency of teachers is a remarkable feature in the growth of the school system of the State. Few teachers remain in the same school less than 1 year, while one- fourth of the number employed had the same school for more than 5 years, 312 for more than 10, 41 for more than 20, and 14 for more than 25 years. The approximate average experience of all the teachers is 7 years and 4 months each ; that of teachers in cities is 8 years. — (State report.) KINDERGARTEN. For any schools of this class reporting from this State for 1880, see Table Y of the appendix, and a summary of it in the report of the Commissioner preceding. CITY SCHOOL SYSTEM. OFFICERS. For each city there is a board of education elected by the people, a superintendent of schools chosen by this board, and a board of examiners composed of the superin¬ tendent and such other members as the city may elect. 214 REPORT OF THE COMMISSIONER OF EDUCATION. STATISTICS, a Cities. Population, census of 1880. Children of school age. Enrolment | in public 1 schools. Averag e daily at¬ tendance. Number of teachers. Expendi¬ ture. Bridgeton _ - _ _ 8, 729 2, 308 1, 592 28 $11, 031 Camden . 41, 659 12, 637 7, 935 6, 661 140 96* 825 Elizabeth . 28, 229 7, 710 3, 426 2, 241 50 35, 841 Hoboken . 30, 999 9, 889 5, 168 3, 259 94 67, 349 Jersey City . 120, 722 41, 226 22, 776 12, 905 328 187, 409 Millville ’ . . 7, 660 2, 428 2, 150 33 14, 651 Newark . 136, 400 41, 935 18, 626 12, 145 281 207^ 920 New Brunswick . 17, 166 6, 145 2, 565 1, 7JB0 48 48, 480 Orange . 13, 207 3, 792 1,682 983 32 39, 805 Paterson . 51, 031 13, 672 7, 901 4, 700 150 76, 022 Plainfield . 8,126 2,019 1, 258 937 24 10, 556 Trenton . 29, 910 7, 281 3, 583 2, 255 67 41, 744 & The statistics of population are from the earlier census returns of 1880; the others are from the State report and returns of 1880. ADDITIONAL PARTICULARS. Bridgeton reports a corps of 28 teachers. A commendable feature in the government of the schools is the orderly manner in which the pupils assemble and leave. The first and second ward schools were organized by the legislature more than 30 years ago, during which time tuition, books, and stationery have been free. Camden had 16 school buildings, 12 of which are modern, with furniture and appli¬ ances in keeping, with a seating capacity of 10,000, exceeding by 2,065 the enrolment. There were in private schools 1,527 and 1,715 in no school. Progress has been made in the training for industrial occupations. No report was made as to evening schools. Elizabeth reported 5 schools under the care of the board, with 3 general departments of high school, grammar, and primary ; 5 school buildings, with seating capacity of 2,686, being 740 less than enrolment ; an increase in children of school age of 530 over 1878-’79, of 291 in enrolment, and over 32 per cent, in attendance 10 months or more. There were 18 graduates from the high school. The State appropriation having been applied to other purposes than those prescribed by law, the city was ordered by man¬ damus to make good the amount thus used, on the ground that the funds received from the State are held by the city treasurer in trust only for the payment of teachers and fuel bills. The evening schools were suspended during the year. Hoboken had 5 school buildings, 4 public schools with 3 departments (grammar, pri¬ mary, and annex to No. 1), a high school including a normal department, and an even¬ ing school. The high school had an enrolment of 136, an average attendance of 121, 4 teachers, and graduated 87. The normal school is held every Saturday from 9 to 12. German is taught in the grammar and high school classes. The evening schools, taught 3-£ months, had 6 teachers, an enrolment of 393, and 141 in average attendance. Jersey City reported 20 school buildings, 17 belonging to the city and 3 rented, 21 schools classified and subdivided into a high school, a training school attached to the high school, a grammar school with 3 departments, primary schools, and annex of schools Nos. 3 and 11, with 327 teachers, providing in tte higher departments instruc¬ tion in Latin, Greek, German, French, and drawing. The number annually refused admission to the schools had for several years been nearly 2,000 ; in 1879 there were 1,753. The opening of a new building last year reduced the refusals to 988. The high school had increased its average attendance from 397 in 1879 to 423 and improved the character of its scholarship. Newark reported 31 school buildings, with 15,500 sittings ; unusual interest in public schools was manifested by frequent visits of the board and citizens. The primary schools were fairly prosperous, though suffering from lack of room, from the large pro¬ portion of young and inexperienced teachers, and from the large number of children requiring instruction, this last evil being lessened by reducing the larger classes. There were 11 grammar schools, with two intermediate, 1 colored, and 1 primary, all doing grammar grade work, with a 4 years’ course — discipline and instruction improving. The high school, including a normal, graduated 29 with high standing, who were sought for by those desiring trained teachers; it admitted 240 of the 305 examined. In all the schools there were 26 male aud 244 female teachers, whose work evinced increasing thoroughness of training and devotion. A teacher of drawing was appointed at the beginning of school year, resulting in new interest in drawing as an educational force. In private or church schools there were 6,500; in no school, 16,993. Evening schools were open 57 days, enrolled 955, average attendance 526, with 27 teachers. New Brunswick had the same classification of schools and high percentage of attend- ^ico reported in 1879. Evening schools were continued 3 months, with enrolment of NEW JERSEY. 215 123 and average attendance of 47. The enrolment in all departments of the public schools was 2,589, average daily attendance 1,896, of whom 918 were present during 10 months of the year. Tardiness was nearly banished, in the cases of 1,246 pupils the loss of time being only 31-J hours. At close of school in June, 357 had not missed a day during the year; and in the 14 of the graduating class 2 had not missed a day in 10 years, 1 in 9 years, 1 in 5, 1 in 4, and 2 in 3 years. A teachers’ meeting of 1 hour is held every Wednesday afternoon. Evening schools, open 58 days, enrolled 123 and had 47 in average attendance under 3 teachers. Orange had 4 school buildings, with 29 departments and a seating capacity of 1,329, with school population of 3,792; enrolment, 1,682; average attendance, 983 ; enrolled in private or church schools, 900 ; attending no school, 1,496 ; no evening schools reported. The arrangement and classification of schools were substantially the same as in 1879. Paterson reported 11 school buildings, with 103 departments and seating capacity of 5,537 ; 1,500 attending private or church schools, 100 more than reported in 1879, and 2,950 attending no school, 192 less than last year. Evening schools were open 67 days:; enrolment, 1,590; average attendance, 490; teachers, 33. Trenton had 12 school buildings, with 65 departments and 2,700 sittings, and in the schools a course of study covering 10 years, each 2 years constituting a special depart¬ ment : primary or Kindergarten, “a department for the introduction of study,” a gram¬ mar, and 2 departments of the high school. Industrial drawing enters into the course throughout. In 1877 the first class of 9 graduated; in 1878, the second, of 15; in 1879, the third, of 11; in 1880, the fourth, of 14; most of whom were engaged in teaching. In private or church schools there were 2,604; in no school, 1,094. No evening schools reported. TRAINING OF TEACHERS. NEW JERSEY STATE NORMAL SCHOOL, TRENTON. This school in 1880 reached its twenty-sixth year, during which time it had enrolled 2,520 students, had graduated 800, and had furnished to the State 378 trained teachers, being nearly 11 per cent, of the entire number employed in the State. There are 2 normal courses, an elementary and advanced, the former of 2 years, the latter of 3, the first year in both being the same. There were 234 pupils enrolled in 1880, with an average attendance of 191, an increase of 25 over last year ; attendance in the model department, 328. The school employed 25 teachers and graduated 37 pupils, of whom 24 finished the advanced course and 35 were teaching. FARNUM PREPARATORY SCHOOL, BEVERLY. This continued to act in conjunction with the State Normal School in furnishing teachers for the public schools, and provided besides for the citizens of Beverly and vicinity, as far as possible, a first class graded school. As preparatory to the State institution, it continued to receive appropriations from the legislature ; it had 4 de¬ partments, primary, intermediate, preparatory, and senior, with an average attend¬ ance of 110. OTHER NORMAL TRAINING. Normal classes for the preparation of teachers for the city schools and improvement of the younger teachers continued in 1879- 80 at Hoboken, Jersey City, Newark, and Paterson. Teachers’ associations were held, with an increase of number and inter¬ est over 1879, in Bergen, Burlington, Gloucester, and Salem Counties. The associa¬ tion in Hunterdon County was reorganized, having been suspended for several years. teachers’ institutes. Institutes are established by law and teachers are required to attend them, with no reduction of salary while attending. In 1879-’80 institutes were held in 15 of the 21 counties and were well attended. The subjects treated were of the most practical nature, mainly the fundamental branches taught in the public schools. — (State report, 1880.) SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. Such schools in 1879-’80 appear, as in 1878-’79, to have been at Elizabeth, Hoboken, Jersey City, Newark, New Brunswick, Orange, Paterson, Phillipsburg, Rahway, and Trenton. At Trenton and Beverly studies are pursued preparatory for the State Nor¬ mal School. The superintendent at Atlantic City introduced a course of high school studies which allows the students to graduate fully qualified as teachers. — (Report.) As the statistics of this class of schools are not given in the State report and as reports of some of the cities are lacking or defective, the full number of students aud graduates cannot be given for 1879-80; the courses, however, appear to be from 3 t® 4 years. 216 REPORT OF THE COMMISSIONER OF EDUCATION. OTHER SECONDARY SCHOOLS. For the statistics of business colleges, private academic schools, and those specially preparatory to college, see Tables IV, VI, and VII of the appendix ; and for summaries of their statistics, see corresponding tables in the report of the Commissioner preced¬ ing. SUPERIOR INSTRUCTION. _ COLLEGES FOR MEN. The College of New Jersey , Princeton (non-sectarian), appears from many unofficial notices to have retained in 1880 its classical, scientific, elective, and graduate courses, with the high standard of preceding years, but its failure to furnish a catalogue pre¬ vents a comparison with other years. Rutgers College, New Brunswick (Protestant Reformed), had in 1879-’80 essentially the same arrangements as Princeton in respect to classical, scientific, special, and grad¬ uate courses, with high standards of admission and graduation. Its students for the year numbered 143, of whom 99 were in the classical department, 38 in the scientific, and 2 were resident graduates, against a total of 181 in 1870-’71. The two other institutions designed to furnish collegiate instruction are St. Bene¬ dict’s College, Newark, and Seton Hall College, South Orange, founded in 1856, both Roman Catholic. While collegiate in name, the courses of study in these institutions scarcely entitle them to rank with Princeton and Rutgers, especially in the case of the former. The latter, Seton Hall, had 3 departments of study, classical, preparatory with 3 classes, and commercial. INSTITUTIONS FOR THE SUPERIOR INSTRUCTION OF YOUNG WOMEN. For the statistics of the 5 or 6 schools of this class, see Table VIII of the appendix, and for universities and colleges, see Table IX of the appendix. For summaries of their statistics, see corresponding tables in the report of the Commissioner preceding. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. The collegiate institutions of this character in the State in 1879-’80 were Rutgers Scientific School, New Brunswick, which forms tlie scientific department of Rutgers College, is the State College of Agriculture and the Mechanic Arts, and is the recipi¬ ent of the United States land grant ; the John C. Green School of Science, which forms the scientific department of Princeton College, Princeton, endowed by John C. Green, and has a 4 years’ course covering a broad scientific field ; and the Stevens Institute of Technology, Hoboken. All have 4 years’ courses of full collegiate standard, with ample instructing forces and means of illustration of the branches taught in each. For statistics of these scientific schools, see Table X of the appendix, and a sum¬ mary of it in the report of the Commissioner preceding. PROFESSIONAL. The only professional schools in the State in 1879-80 were theological, viz, the German Theological School of Newark, N. J., Bloomfield (Presbyterian); Drew Theological Seminary, Madison (Methodist Episcopal); the Theological Seminary of the Reformed Church in America, New Brunswick; the Theological Seminary of the Presbyterian Church, Princeton; and the Ecclesiastical Seminary of Seton Hall, South Orange (Roman Catholic). The course in this last covers 1 year in philosophy. and 4 in the¬ ology ; that of the others is of 3 seminary years, meant to follow a collegiate or aca¬ demic course, in the absence of which an examination is required for admission. The library of Princeton Seminary, containing about 32,000 volumes, was removed during the year to the new and elegant building lately erected for it by James Lenox, ll.d., of New York. Both this and Drew Seminary continued, as heretofore, to receive valuable gifts. Drew was thus enabled through the year to aid its students to the amount of $3,000. — (Catalogues and returns.) For statistics of theological schools, see Table XI of the appendix, and a summary of it in the report of the Commissioner preceding. SPECIAL INSTRUCTION. EDUCATION OF DEAF-MUTES AND OF THE BLIND. As reported in 1878-79, New Jersey continued through 1879- 80 to send her youth of these classes to reputable schools in other States, 153 deaf-mutes being educated in 7 such schools, at a cost of $44,824, and 34 blind in 2 schools, at a cost of $9,934. NEW JERSEY. 217 EDUCATION OF THE FEEBLE-MINDED. At the Pennsylvania Training School for Feeble-Minded Youth 50 pupils from New Jersey were under instruction, at a cost of $12,453. REFORMATORY AND INDUSTRIAL TRAINING. The New Jersey State Beform School, for boys, Jamesburg, continued through 1879-’80 to train its inmates in the elements of a good English education in its school room, in farming and making brick on the farm, in making and laundering shirts and tailoring in the shop ; the principles of morality and religion were also inculcated. Since the establishment of this institution in 1874, 1,051 have been committed, 70 per cent, of whom have been discharged and become orderly and useful members of society. During the year 104 were committed and 138 discharged ; inmates, 258. Many of those dismissed are visited by the superintendent and others. — (Return.) The State Industrial School for Girls, Trenton, establishedin 1871, had, atdateof return for 1880, 31 white and 10 colored inmates ; 23 had been committed, 6 discharged, and 8 indentured. The inmates are instructed in the common English branches, in house¬ hold work, and plain sewing. Fifteen of the girls had learned to read and 12 to write. The aim of the managers is to prepare them for domestic life, either in families or in their own homes. The whole number committed was 148, about 90 of whom had become orderly and useful members of society. — (Return.) EDUCATIONAL CONVENTIONS. STATE ASSOCIATIONS. Of the meetings of the State Teachers’ Association and the State Association of School Superintendents no accouut has reached the Bureau at date of going to press. CHIEF STATE SCHOOL OFFICER. Hon. Ellis A. Apgar, State superintendent of public instruction , Trenton. [Fifth term, February 28, 1879, to March, 1882.] Mr. Apgar has served by successive reelections since 1867. 218 REPORT OF THE COMMISSIONER OF EDUCATION. SUMMARY OF EDUCATIONAL STATISTICS 1870-’? 1. 1871-72. 1872-73. 1873-74. 1874-75. POPULATION AND AT¬ TENDANCE. You tli of school age (5-21) In common schools . 1,502, 684 1,521,953 1,560,820 1,596,846 1, 583, 064 1,059,238 1, 028, 110 493, 648 1,024, 130 494, 850 1,030, 779 499, 469 1, 044, 364 Av. daily attendance . .. 515, 225 137, 840 531, 835 Attending private or church schools. 135, 433 131, 761 135, 956 134, 644 Attending academies .... 30, 370 31, 421 27, 887 31,421 29, 983 Attending normal schools 5, 807 6, 377 6, 319 6,515 6, 348 Attending colleges . In medical or law schools 3, 194 4,012 3, 414 2, 675 1,506 1, 224, 321 2,921 2, 135 1,235,269 Whole number under in- 1,202, 914 1, 197, 701 1, 204, 355 struction. SCHOOLS AND DISTRICTS. School districts a . 11, 350 11, 367 11,327 11,299 11,291 Public school-houses _ 11,728 11,743 11,739 11,781 11, 788 Log . 127 121 113 107 90 Frame . 9, 914 9, 941 9,939 9, 969 10, 004 Brick or stone . 1,687 1,681 1,687 1,705 1,694 Av. school term in days . . 176 175 175 175 176 Volumes in district 926, 316 874, 193 856, 555 831, 554 809, 141 school libraries. Valuation of public $23, 468, 266 $24,516, 250 $27, 196, 420 $29, 216, 149 $29, 928, 626 school property. TEACHERS. Men teaching in public 6, 481 6, 670 7, 097 7, 187 7,428 schools. Women in the same . 21,773 21, 987 22, 367 22, 435 22, 585 Whole number . 28, 254 28, 657 29, 464 29, 622 30, 013 728 Teachers licensed thro’ 533 543 632 643 normal schools. By State superintendent. 1,054 1,095 1,163 1,176 1,153 Bv local officers . 26, 667 27, 019 27, 669 27, 803 28, 132 Employed for full term.. 17, 871 18, 056 18, 295 18, 605 19, 073 Teachers’ institutes held . 58 55 55 58 58 Teachers attending in¬ 10,413 8, 683 9, 864 11,478 10, 933 stitutes. Av. attendance at each . . 180 158 179 198 188 Average annual pay of $372 86 $385 33 $405 31 $408 57 $411 55 teachers. Average monthly pay. .. 42 32 44 08 46 32 46 68 46 83 INCOME AND EXPENDI¬ TURES. b Whole receipts for pub- $9, 707, 966 $10, 472, 420 $10, 954,206 $11, 246, 036 $11,558, 607 lie schools. Whole expenditure . ! 9, 607, 904 10, 416, 588 10, 946, 007 11, 088, 982 11, 459, 353 STATE SCHOOL FUND. Permanent school fund cJ 1 $2, 978, 577 $3, 004, 514 $3, 029, 514 $3, 054, 772 $3, 080, 108 a City districts, which would make some 700 more annually, are not here included. b For the sake of uniformity the figures for receipts and expenditures are all as given in successive State reports, less balances on hand at the beginning and close of each year. NEW YORK. 21$ OF NEW YORK — 1S70-’71 TO 1S79-?S0. 1875-76. 1876-77. 1877-78. 1878-79. 1879-’60. 1 Increase or tie- crease since 1878-79. Increase or de¬ crease since 1870-71. 1, 585, 601 1,586, 234 1,615,256 1, 628, 727 1,641,173 !• 12, 446 I. 138, 489 1, 067, 199 - 1, P23, 715 1, 032, 052 1,030,041 1,031,593 L 1,552 I. 3, 483 541,610 559, 537 577, 600 570, 382 573, 089 I. 2, 707 I. 79,441 134, 404 117,154 113, 864 114, 460 108, 567 D. 5, 893 D. 26, 866' 30, 175 29, 519 30, 072 30, 377 30, 909 I. 532 I. 539 6, 352 6,200 5,522 5,616 5, 753 I. 137 D. 54 3,011 3, 102 3, 089 3, 468 3, 641 I. 173 I. 447 2, 135 2,705 2, 218 3, 079 3, 232 I. 153 1,243,276 1, 182, 395 1, 186, 817 1, 187, 041 1,183, 695 D. 3,346 D. 19,219 11,285 11, 287 11, 270 11, 280 11,263 D. 17 D. 87 11, 824 11,833 11, 824 11,862 11,899 I. 37! I. 171 93 87 84 90 83 D. 7 D. 44 10, 025 10, 031 10, 021 10, 050 10, 077 I. 27 I. 163 1,70(5 1,715 1,719 1,722 1,739 I. 17 I. 52 175. 5 178.5 179 179 179 I. 3 804, S02 765, 546 751, 534 755, 380 735, 653 D. 19, 727 D. 190,663 §31, 017, 904 $30, 386, 248 $30, 147, 589 $30, 012, 579 $30,747,509 I. $734,930 I.$7, 279,243 7, 687 7, 850 7, 978 8, 164 7,992 D. 172 I. 1,511 22, 522 22, 311 22, 589 22, 505 22, 738 I. 233 D. 965 30, 209 30, 161 30, 567 30, 669 30, 730 I. 61 I. 2, 476 746 835 863 891 1,068 I. 177 I. 535 1,169 1,108 1,043 1,128 1,083 D. 45 I. 29 28, 294 28, 218 28, 661 28, 650 28, 579 ! D- 71 I. 1,912 19, 342 19, 738 19, 948 20, 297 20, 597 1 I- 300 I. 2, 726 59 59 73 78 79 I. 1 I. 21 10, 991 11, 892 13, 354 14, 569 15, 404 I I. 835 I. 4,991 187 201 182 186 195 I. 9 I. 15 $411 83 $401 04 $388 85 $374 45 $369 56 •D. $4 89 D. $3 36 46 92 44 92 43 44 41 80 41 40 ! D. 40 D. 92 $11, 453, 272 $10, 908, 761 $10, 657, 985 $10, 156, 572 1 $10,412,363 I. $255,791 I. $704,397 11, 439, 039 10,976,234 10, 626, 506 10, 349, 118 : 10,296,977 D. 52, 141 I. 689, 073 $3, 105, 389 | $3, 130, 763 $3, 156, 063 $3, 226, 285 $3,251,286 I- $25, 001 I. $272,709 cThis does not include the United States deposit fund, $25,000 of the income of which goes annually to increaso the school fund principal, while $165,000 more of this income is annually appropriated to the State schools. The deposit fund has thus become substantially part of the school fund. 220 REPORT OF THE COMMISSIONER OF EDUCATION. STATE SCHOOL SYSTEM. OFFICERS. The officers intrusted with the supervision of common school interests are a State superintendent of public instruction, elected since 1854 by joint ballot of the State senate and assembly for a term of 3 years; a distiict school commissioner for a com¬ missioner district composed of a county or part of a county, elected by the peoj)le every third year since 1856 ; district trustees, 1 or 3 for each ordinary school district, chosen by the voters of the district for 1 or 3 years’ terms ; and boards of education of union school districts, chosen for 3 years’ terms after the first election, these boards to be of 3 or 9 members, according to the choice of the people. For academic and collegiate training, including medical and law schools, there has been since 1784, and more effectively since 1787, a board of regents of the University of the State of New York, composed of the governor and 3 other State officers, with 19 appointed members, these last without limitation of term. OTHER FEATURES OF THE SYSTEM. The common schools of the State are free to every child 5 to 21 years of age residing in the districts in which they are held. To aid in keeping them thus free, the State furnishes from taxes and school funds more than $3,000,000 yearly, distributing this sum (partly on the basis of school population, partly on that of average attendance) to such districts as have reported free schools held under qualified teachers the full legal time. The people raise by voluntary taxation for these schools about $7,000,000 additional to what the State provides, making an annual total of above $10,000,000. Most of this great sum is used for the pay of teachers and school officers; about $2,300,000 for sites, buildings, furniture, apparatus, school libraries, and other inci¬ dental expenses; about $200,000 for training teachers in institutes, academies, and normal schools under State direction; the remainder to encourage academic and higher training under State auspices, and to meet the expenses of a few schools for the Indians still residing in the State. Teachers for the State schools must hold diplomas from a State normal school, from the State superintendent of public instruc¬ tion, from the school commissioner of the district in which they intend to teach, or from the corresponding officer of a village or city that has a school system of its own. To those without such evidence of qualification no employment can lawfully be given, nor any State money lawfully be paid. They may attend the institutes held for their improvement without loss of pay for the time so spent. School libraries have been provided, and since 1838 $50,000 have annually been appropriated for them by the State, districts being allowed to supplement their portions with $50 annually for the purchase of books and whatever might be necessary for the purchase of bookcases. Diversion of the State money to other purposes is permitted when 100 to 125 books have been secured, and this has greatly impaired the efficiency of the libraries. The minimum school term for the State schools has long been 28 weeks of 5 school days each, inclusive of legal holidays. In the absence of any statutory provision for a legal school month, a calendar month is held to be such by the State department of education. GENERAL CONDITION. The showing for 1879-’80, as compared with the preceding year, is not as good as one interested in educational progress could desire. There was, indeed, an increase of $255,791 in the revenue for the State schools, the usual $25,000 addition to the capital of the permanent school fund, so great a rise in the valuation of school prop¬ erty 1 as indicates great increase of provision for housing pupils and giving them seats, blackboards, and other needful advantages, while 300 more teachers than before so commended themselves by their work and deportment as to be employed for the full term, 177 more having also diplomas from the normal schools. Yet, with all these good indications of the State’s readiness to do its duty by the schools, only 1,552 more pupils were gathered into them for the year out of the 12,446 more children of school age and out of 5,893 besides that appear to have dropped out of private and church schools. Even an increase of 532 in academic classes, of 137 in the normal schools, of 173 under collegiate instruction, and of 153 under training in law and medicine, did not so bring up the whole enrolment as to prevent a decrease of 3,346 in the number reported as pursuing some line of education. The only offsets to this considerable falling off are (1) an increase of 2,707 in average daily attendance in the State schools, and (2) a continually growing number in the city of New York and elsewhere who do not come into the State educational purview, but who attend drawing schools, music schools, cookery schools, and other means of preparation for life’s duties and for a useful and profitable life work. 1 The increased valuation of all school property for the year was $734,930, half a million of which, may be taken as representing new or improved school-houses. NEW YORK. 221 EJ&SUMli: FOR TEN YEARS. As respects laws, the changes from 1871 to 1880 in matters touching the State school system were, in 1872, an act to appropriate annually for the benefit of academies and academical departments of union schools $125,000, or so much thereof as might be derived from a tax of ^ of a mill on each $1 of taxable property ; in 1874, an act “to secure to children the benefits of elementary education ; ” in 1875, an act to make in¬ struction in industrial drawing obligatory in the State normal schools, in the schools of cities, and in union schools incorporated by special acts; in 1876, an act to secure supervision of the schools in incorporated villages with 5,000 or more inhabitants, by paying towards such supervision $800 annually in each case; in 1877, an act to give boards of education in cities and villages and aunual school meetings in ordinary dis¬ tricts the right and duty of selecting text books for their schools, such books, however, once adopted not to be changed in less than five years except by a three-fourths vote ; and finally, in 1880, an act to authorize duly qualified women to vote at school meetings and to hold school offices and another act to restrict the practice of medicine and sur¬ gery to duly graduated persons. There was also in 1874 a constitutional chauge (sec¬ tion 10, article VIII of the constitution of 1846) by which a door was opened for an appropriation of State school moneys to private and denominational school corpora¬ tions or associations. — (Code of public instruction, 1879, and annual reports.) As respects the actual working of the State system, the figures show that there has been a great advance in the value of grounds and buildings devoted to the public schools, the old log school-houses gradually disappearing and convenient, often ele¬ gant, ones of frame, brick, or stone coming in their place ; that the whole number of buildings occupied by the State schools was 171 greater in 1880 than in 1870-71, and the quality in general so much improved as to increase the valuation by $7,279,243 'r that the teaching in them was also improved through the presence of 4,991 more in¬ structors trained in institutes and of 535 more graduates of normal schools, besides great numbers from the teachers’ classes in academies and from partial courses in the normal schools ; while, on the whole, 2,476 more teachers were employed at the close of the 10 years than at the beginning, and 2,726 more were retained continuously through the year. As one consequence of this better housing and better teaching, we find an increase of 79,441 in the average daily attendance in State schools, though private aud church schools fell off 26,866 in their attendance. But it is discouraging that with a growth 138,489 in the number of youth entitled to instruction only 3,483 more pupils were on the State school rolls ; that under all forms of instruction reported there were 19,219 fewer pupils in 1880 than in 1870-71 ; that there were 190,663 fewer volumes in the district school libraries ; and that, with a great improvement in the quality of teaching, the pay of teachers had diminished on an average $3.30 a year. Very much of the progress noted is in the numerous city and village districts of the State, where good school boards and liberal pay of teachers are the general rule. To improve the unsatisfactory educational condition of the country districts, the chief teachers of the State have for years been urging the introduction of the township sys¬ tem, in the hope of thus securing intelligent supervision, better teaching, and more re¬ munerative pay. INDIAN SCHOOLS. The remnants of several tribes of Indians still hold reservations in the northern sec¬ tion of the State, and of the 1,590 youth of school age among these, 1,164 were enrolled in 1879- 80 in the State schools held for them, the average daily attendance being 625. This was not quite as good as in 1870-’71, when out of 1,774 Indian school youtfi and 1,192 enrolment, there were 706 pupils in average daily attendance. KINDERGARTEN. Only 3 Kindergarten appear to have existed in this State in 1871 ; 11 were reported in 1873, and 26 in 1878, while for 1880 there were 42 presenting their statistics out of a list of 52, two of them important normal training schools for Kindergarten teachers and several others free Kindergarten for the child'ren of the poor. CITY SCHOOL SYSTEMS. OFFICERS. For the care of the interests of publi c schools there is in each city a board, varying in number and in title, each city usually having a superintendent chosen by the board. In New York City the board consists of 21 commissioners from the city at large, ap¬ pointed by the mayor. He also appoints 3 inspectors for each of the 8 school districts into which the city is divided. Tbe commissioners and inspectors serve for terms of 3 years, one-third being liable to change each year. Every 2 years the board elects a city superintendent of schools and 7 assistant superintendents ; and, having first ap¬ pointed 5 trustees of schools for each ward, changes or reappoints 1 of the 5 each year^ securing thus a union of fresh life and tried experience. 222 REPORT OF THE COMMISSIONER OF EDUCATION. STATISTICS. Cities. Population, census of 1880. Children of i school age. j Enrolment in public schools. Average daily at¬ tendance. Number of teachers. Expend¬ iture. Albany . 90, 903 35, 411 14, 049 9, 175 259 $196, 186 Auburn . 21, 924 6, 079 3, 049 2, 232 66 52, 791 Binghamton . 17, 315 4, 852 3, 147 2, 166 58 43, 947 Brooklyn . 566, 689 181, 083 96, 663 52, 677 1, 315 985, 340 Buffalo . 155, 137 56, 000 18, 606 14, 555 439 347, 205 Cohoes . 19, 418 7, 991 3, 769 1, 601 43 33, 382 Elmira . 20, 541 6, 207 4, 253 3, 032 77 70, 845 Hudson . . . 8, 670 2, 975 1, 158 21 15, 647 Ithaca . 9, 105 2, 680 1, 975 1, 384 32 24, 889 Kingston . 8, 780 2, 704 1,889 1, 083 32 22, 472 Lockport . 13, 522 4, 000 2, 640 1, 585 44 32, 419 Long Island City _ 17, 129 5, 656 3, 742 50 Newburgh . 18, 050 5, 897 3, 348 2, 219 58 44, 135 New York . 1, 206, 577 385, 000 177, 611 113, 198 3, 292 3, 415, 822 Ogdensburg . 10, 341 4, 044 2, 070 1, 114 30 21, 263 Oswego . 21, 117 8, 677 4, 192 2, 739 67 38, 931 Poughkeepsie . 20,207 6, 002 3, 129 2, 020 59 37, 835 Rochester . 89,363 37, 000 12, 871 250 Rome . 12, 194 Saratoga Springs . 10, 820 2, 528 1,742 1, 061 33 21, 004 Schenectady . . . 13, 655 4, 500 2, 288 42 23, 092 Syracuse . 51, 791 18, 282 9, 276 7, 426 179 129, 843 Troy . 56, 594 18, 464 9, 351 5, 613 142 106, 399 Utica . 33, 931 11, 812 5, 491 3, 727 102 84, 589 ADDITIONAL PARTICULARS. Albany during 1879-’80 improved 4 of its public school buildings in the direction of health, increased accommodations, and teaching facilities, adding seating capacity nearly equal to that of a new building. One new building was nearly completed at date of report, and the erection of several others, to take the place of old ones, was contemplated. The public school enrolment was 583 less than the year before, aver¬ age daily attendance less by 18, while in punctuality there was a gain of 1 per cent. As compared with 1871, the increase in enrolment was 3,110, and in average daily attendance, 2,996. The arrangements, classification, and standard of admission of the high school appear to have been the same as reported in 187e>-’79. The 3 evening schools, in the report of the year before regarded as of questionable utility, seem to have been discontinued. In the high school there was an attendance of 595. The condition of all the schools was reported as highly satisfactory. — (City report, 1879-’80.) Auburn continued to class her public schools as primary, grammar, and high, the last having English and classical departments. In 1879-80 there was an increase of 104 in enrolment, of 45 in average daily attendance, and of 10 teachers. The high school graduated 28. New and enlarged school buildings had been erected during the year before, and a general improvement of the old ones had put all in good condition, especially as to light, heat, and ventilation. Nearly 83 per cent, of pupils registered attended more than the 14 weeks required by the compulsory law, while over 76 per cent, attended more than 20 weeks. The report is silent as to the evening school neretofore reported. Comparing 1870-’71 with 1879-80, the increase in school popula¬ tion was 1,487; in teachers, 26; in enrolment, 206; in average attendance, 662; in attendance in private schools, 500 ; and 13 of the 40 teachers employed 10 years ago were still connected with the schools. The high school during the 10 years had grad¬ uated 136. The most important modification of the course of study was the introduc¬ tion of systematic training in vocal music and industrial drawing in all the grades, the last in 1875. One featuro of the school work which proved very valuable was the punctually attended teachers’ monthly meetings. — (City report, 1879-’80.) Binghamton continued to class her public schools as primary, grammar, and high, the course covering 12 years. The high school had 4 courses, English, scientific, Latin- scientific, and classical, each, except the English, extending over 4 years. This course of study for the first time became uniform and definite in 1878; vocal music and in¬ dustrial drawing are included. In 1879-80 the number of youth of school age not in school was 2,672 more than the daily attendance, an increase over the previous year of 1,230, showing that the compulsory law had not secured in this place the desired re¬ sult. — (Return.) The Brooklyn board of education in 1880 had under its care 58 separate school organizations, conducted in 60 buildings, with seating capacity for 64,228, under the supervision of 53 local committees, besides having the direction of the courses of study in several benevolent institutions, only 3 of which receive any portion of the public fund. It is the duty of the superintendent to inspect them and decide whether they NEW YORK. 223 may participate in tlie distribution of the 10 per cent, of the excise fees for selling alcoholic beverages. In place of the 11 industrial schools mentioned in report of 1879 only 3 appear in report of 1880, and 6 orphan asylums. In these 3 industrial schools 604 children were taught who otherwise would have received no instruction. The teachers see that these children have shoes, then a breakfast for such as have had none, and that they are washed and furnished with at least one comfortable garment, and at noon a dinner. In the 6 orphan asylums instruction is given in the common branches, and during the year 1,583 were taught, making a total in both classes of institutions of 2,187. It is estimated that about 50,000 attend private and parochial schools, an increase of 30,000 over 1879. Brooklyn classes her schools as central grammar (with 3 divisions and 6 grades), intermediate, and })rimary (each having 6 grades). The 29 schools were in session 206 days, during which there were taught in them, during some portion of the year, 93,923; adding to these the number in the industrial and orphan schools, 2,187, and the 50,000 in private and parochial schools, a grand total of 146,110 is reached. In the 412 sessions held there was a decrease of 615 in number taught and of 181 in average attendance, attributed to the preva¬ lence of contagious diseases during the 4 months preceding vacation. The 11 evening schools were in session 11 weeks, with an improvement in discipline? and usefulness secured by the employment of a higher grade of teachers than heretofore engaged. An additional evening high school was established and held a session of 7 weeks, with an enrolment of 572 and an average attendance of 308; the other, with a session of 11 weeks, enrolled 817, and had an average attendance of 391. The total enrolment in the 13 evening schools was 7,871, with an average attendance of 4,421, employing 196 teachers. In the school buildings now occupied there are sittings for 8,500 additional impils, while there were 6,500 in the schools below the statutory age of 5 years. The estimated value of school property was $5,087,053. Music, drawing, and penmanship entered into the instruction for the year. — (City report and return.) Buffalo in 1879-80 had 42 school buildings, containing 228 rooms ; there was a de¬ crease in enrolment of 6,110 and in daily attendance of 252; increase in teachers, 3. Music, drawing, penmanship, and German were taught by special teachers. There was an estimated enrolment in private and parochial schools of 9,628. At last date of information in regard to the schools they were arranged under 3 departments, pri¬ mary, grammar, and high, the 2 former having 10 grades, the last 4 courses, business, English, scientific, and classical. Buffalo claims the honor of establishing the first free schools in the State supported by a tax on the property of the city. Cohoes reported 8 school buildings, 49 school rooms, with 2,110 sittings; increase in enrolment, 173; decrease in daily attendance, 164. Evening schools were taught and special instruction given in music and industrial drawing in all the grades. The city classes her schools as primary, intermediate, grammar, and high, each department con¬ sisting of 3 grades and each grade occupying 1 year. There was an estimated enrolment in private and parochial schools of 500, and an estimated value of school property of $100,000. — (City return.) Elmira in 1879—80 had 6 school buildings, containing 33 rooms ; number of sittings not given. The city arranges her public schools in 4 departments, primary, inter¬ mediate, advanced, and academic, each having three divisions covering 1 year. The academy has junior, middle, and senior classes, one school year being allotted to the work of each class. There was an increase in enrolment of 139 ; a decrease in daily attendance of 48 and of 4 in teachers, with an enrolment in private and parochial schools of 300. Evening schools appear to have been taught and special instruction given in music. Teachers are required to meet on the last Saturday of every month, under the direction of the superintendent, for such drill and exercise as may fit them to secure unity and efficiency in their work. — (City report and return.) Ithaca in 1879-80 built a new school-house, giving to the city a total of 6 buildings, containing 23 rooms, with 1,613 sittings. For private and parochial schools there were 3 buildings, with an enrolment of 75. The public schools were classed as primary, intermediate, and high, covering 12 years of study, of which 4 were devoted to the high school. In this, after the first year, there are 4 courses, English, scientific, Latin- scientific, and classical. This school had an enrolment of 192, and reported to the regents 102 as having pursued higher studies for at least 4 months, a number greater than for any previous year. In enrolment of all the schools there was an increase of 144 ; in daily attendance, of 115. Comparing 1879-80 with 1870-’71 there was an in¬ crease in school population of 522 ; in average attendance, of 712, and in expenditure, of $15,687. In 1874-75 the present graded system was established, under which the schools have attained a high position. — (Report and return.) Kingston in 1879-’80 had in its special school district 5 school buildings, containing 29 rooms, with 1,671 sittings. All the houses, with their outbuildings, fences, and grounds, were improved during the summer recess. The board classed its schools as primary, high, and academic. In all the schools below the academy there was a de¬ crease of 94 in enrolment and of 100 in daily attendance, and, including the 91 in the academy, the decrease was 117 as compared with 1878-79. This falling off was largely 224 REPORT OF THE COMMISSIONER OF EDUCATION. caused by local circumstances which were unusual and are not likely to recur. The number of days lost by absence and tardiness was 1,347 below that of 1878-79. In the primary school there was a marked improvement, the pupils promoted to the grade above being not only better scholars, but in their average age below those of any previous year. Special instruction was given in music and industrial drawing. The estimated enrolment in private and parochial schools was 197, being 3 less than in the previous year. — (City report and return.) Lockport in 1879- 80 had 7 school buildings containing 33 rooms with 2,664 sittings, and continued to arrange its schools under 4 departments, primary, intermediate, grammar, and academic, divided into 11 grades, each grade below the academic com¬ prising the work of one year, except the first, which required about 5 months. The system of gradation was thus that of yearly grades, with half yearly divisions, so that in nearly all classes there might be 2 divisions of pupils, one a half year in ad¬ vance of the other. In the academic department there were 2 optional courses of 4 years each, English or classical. French or German could be taken in the place of Latin in the English course. Special instruction was given in music, industrial draw¬ ing, penmanship, German, and French. There was the same number of teachers as in the previous year, with but a slight variation in enrolment and daily attendance, while there was an estimated enrolment of 500 in private and parochial schools. The estimated value of school property was $105,000. — (City report and return.) At Long Island City the training in correct expression as the basis of grammatical instruction was begun with the primary grades, and afterwards technical grammar was made practical by combining it with composition writing. In teaching arithme¬ tic, principles were explained first, and then practical examples based on these princi¬ ples were given the pupils to solve, the teacher making explanations to those that failed after an earnest effort to succeed. United States history was taught with special aim to place before the pupils examples worthy of imitation, with such philoso¬ phy of history as they could comprehend. And as one teacher held a State certificate and 8 others diplomas from normal schools, while 27 pupils passed so good an exami¬ nation as to receive licenses to teach, it may be presumed that much of the teaching for the year was very good. — (Report.) Newburgh in 1879-80 continued to arrange its schools under 3 departments, primary, grammar, and academic, with increased thoroughness in all the grades of study. The enrolment was 617 more than in 1878- 79, the daily attendance 21 less, and 2 more teachers were employed. There were 6 school buildings, having 58 rooms, with 2,500 sittings. Industrial drawing, which by the law of 1875 was then introduced into the primary schools, was in 1879-’80 for the first time taught in all the grades. Truancy had been much lessened. The half day system had been advantageously introduced in the lowest grade. An improved method of teaching arithmetic was also introduced, in which 2 text oooks, instead of 5, were used, dropping much that was regarded as useless and driking thoroughly in what was practical. The results obtained were quite satisfactoi v . The evening schools were poorly attended. There were 244 enrolled in priva e and parochial schools. The estimated value of school property was $185,000. — (C.ty report and return.) New York in 1879-’80 had under the management of her board of education 114 pri¬ mary schools and departments ; 103 grammar schools, besides 5 grammar and primary schools for colored children ; 24 evening schools for the common branches, 2 for colored children, and 1 evening high school for males ; a normal college for females ; training department of the normal college, and 1 nautical school ; in all, 252 public schools and departments, besides 16 corporate schools which participate in the school fund, making a total of 268. The whole number taught, including 1,359 colored, 18,472 in evening schools, 191 in the nautical and 23,061 in corporate schools, amounted to 267,944, an increase of 3,771; while the average attendance was 133,096; cost of teachers’ wages $2,550,000, as against $2,497,947 in 1878-’79, an increase of $52,053. There were 127 school buildings, 4 of which were built in 1880, with accommodations for 144,413. Of the 3,169 teachers in the day schools, 222 were men and 2,947 women; while 245 were in evening schools and 273 were teachers of special subjects : music, draw¬ ing, French, and German. There were 1,500 sittings added, and 5,600 new sittings were to be completed by May 1, 1881. The large decrease of attendance at the colored schools since 1878 and the presence of many colored children in the other schools in¬ dicated the gradual absorption of a large part, if not the whole, of this separate class of schools. The evening high school continued to furnish instruction to a large class of young and middle-aged men, a great majority of whom devote their time to some study which will be of most practical use to them. The number admitted was 1,176, with an average attendance of 1,054, of wrhom 76 were present every evening during the term ; 450 received certificates, and 45 diplomas. In both the evening schools the average attendance during the term of 90 nights was 6,619, of whom 4,189 were males and 2,357 females. Important changes were made in the classification, time of com¬ mencing instruction, appointment of teachers, courses of study, and location of these schools. The Normal College, including the training department, had in 1880 an aver- NEW YORK. 225 age attendance of 2,147, and graduated 361; making since 1870 a total of 2,263 gradu¬ ates, of whom more than tliree-fourtlis have tauglit in tlie public schools; at date of report, 100 were employed. Thorough training is given in the theory and practice of teaching, from the Kindergarten to the highest grammar grades, the school being not only the largest of the kind, but the best equipped for the w6rk it was established to do. The nautical school on board the ship St. Mary’s continued to do satisfactory work. The number of boys at the examination, April, 1880, was 97, there being an average monthly attendance of 105. The usual summer cruise began in May, and after visit¬ ing several ports in Europe and the eastern coast of the United States the ship re¬ turned in October, having made a cruise of 8,000 miles, when 46 of the boys graduated and soon found employment. The boys in this school are thoroughly trained in navi¬ gation and seamanship, and some of its graduates have become officers of ships and are highly esteemed in the service. The College of the City of New York, an institu¬ tion sustained by city taxation and offering tuition free, had in February, 1880, an en¬ rolment of 1,138, being 122 less than in the preceding year, due to a change in the standard of admission. The recent adoption of a graded course of music throughout was giving general satisfaction. The gradual introduction of the Normal College graduates as teachers of music contributed largely to the improvement. In nearly every department, male as well as female, music had grown to be an interesting feature in class room exercises. In drawing much creditable work was done. Of the 2,415 classes examined, 1,673 were marked excellent, 689 good, 52 fair; making an average proficiency of 92 per cent. The discipline of the schools, previously reported as highly commendable, continued to receive increased attention with encouraging results. The severest punishment allowed by law was suspension. During the year only 150 were suspended, 87 from the male grammar school, 1 from the female, 60 from the primary departments, and 2 from colored schools, being 40 less than during the previ¬ ous year; of these, 36 were restored. The total appropriation for the support of the common schools from 1871 to 1880 was $>34,093,283. — (City report, 1880.) Ogdensburg arranges her schools as primary and grammar, each having a four years’ course; had 9 school buildings, containing 14 rooms with 2,500 sittings; estimated en¬ rolment in private and parochial schools, 570. The schools were taught 199 of the 200 school days. The estimated value of school property was 845,000. — (City return.) Oswego had 15 school buildings, containing 21 school rooms with 3,860 sittings. She classes her schools as primary, with a three years’ course, and grammar, with a junior and senior course of three years each. There were also an unclassified school with no prescribed course of study and an arithmetic school for winter only. The estimated enrolment in private and parochial schools was 1,246. Schools were taught 197 of the 198 school days in the year. Estimated value of school property, $168,380. — (City return.) Poughkeepsie in 1879-80 arranged her schools under four departments, introductory, primary, grammar, and high, covering 12 years, 3 to each of the first two, 2 to the grammar, and 4 to the high, all taught in 12 schools, 11 of which are below the high, occupying 11 school-houses, with 53 rooms and 2,930 sittings. There were 12 private and parochial schools, with an estimated enrolment of 712. Special instruction was given in music. In enrolment there was a decrease of 782, in average attendance of 166, and in teachers of 9. The progress of the schools in all the departments was re¬ ported to exceed that of any previous year as shown in the percentage of attendance to enrolment, in thoroughness and fairness of examinations, and in promptness in re¬ porting. Estimated value of school property, $122,600. — (City report and return.) Pochester’s school system includes five departments, primary, intermediate, indus¬ trial, free academy, and corporate. Statistics beyond those given in the table are not reported at date of going to press. In Saratoga Springs the public schools were classed as primary, junior, grammar, and academic, occupying 12 buildings, with 15 rooms and 1,712 sittings. In private and parochial schools there was an estimated enrolment of 159. Instruction in music by a special teacher and in drawing by the regular teachers was given in all the depart¬ ments. An evening school was in session under two teachers, with an enrolment of 89. The enrolment and average daily attendance were about the same as in 1879. Esti¬ mated value of school property, $71,000. — (City report and return.) The public schools of a Schenectady were classed as primary, intermediate, grammar, and high, each having 4 courses of 3 years, with a supplementary course of 1 year for young ladies. Estimated enrolment in private and parochial schools, 450; estimated value of school property, $72,000. — (City report and return.) Syracuse had 18 school buildings, with 94 rooms with 8,643 sittings. The schools were classed as high, senior, junior, and primary, employing 169 regular and 2 special teachers. In average daily attendance there wras a gain of 92; percentage on enrolment, 96. The curriculum in some departments was much improved. Great im¬ provement in writing was made, a special teacher being introduced into the primary schools, who used the pencil instead of the pen. Drawing and music were taught in all the grades by special teachers. The ungraded and evening schools were discon- 15 E 226 REPORT OF THE COMMISSIONER OF EDUCATION. tinned. A training school to fit young ladies to teach was established. Sewing schools were opened in all the wards but one by the ladies of an employment society. Es¬ timated value of school property, $779,900. — (City report and return.) Troy in 1879-’60 had 17 school buildings, containing 45 school rooms with 6,500 sittings. The schools were classed as primary, intermediate, grammar, and high, with an enrolment of 446 beyond that of the previous year ; but there was a loss of 46 in attendance and of 9 in teachers. Besides these, 2 orphan asylums are under the supervision of the board of education and participate in the school fund: the Troy Orphan Asylum, with a daily attendance of 71, and Troy Male Orphan Asylum, with a daily attendance of 175. There were 13 private and parochial schools; estimated enrolment, 1,200. The high school had a monthly attendance of 137. Special in¬ struction was given in vocal music. For a good part of the year, meetings were held on Saturdays for normal training of teachers. The school-houses were in bad con¬ dition, yet the work of the year was progressive. The examinations for admission to the high school indicated better work in all the grades than in any previous year. Writing in some form was a daily exercise from the day a child entered on to the end of the course. In discipline there was a pleasing improvement, indicating a better governing power at work, the suspensions being only 26. Estimated value of school property, $243,800. — (City report and return.) Utica reported 18 school buildings, with 40 rooms and 4,694 sittings. The schools were classed as primary, intermediate, advanced, and academic, the first 3 having courses of 3 years each, while the academic included a normal course of 2 years and an academic of 4, the studies of the first 2 years being the same as those of the normal. There was an increased enrolment of 235 over previous year; average per cent, of at¬ tendance on enrolment, 74. The ungraded and evening schools seem to have been successful, the former having an enrolment of 77 and the latter of 235. The annoy¬ ances occasioned by having boys aud girls together in the evening schools have been avoided by giving to them each 2 separate evenings. The various improvements of school property begun in 1878-79 were completed, and the buildings were all in good repair, with remodelled and enlarged rooms, new furniture, and a general improve¬ ment in sanitary condition. Still more repairs were going on and the erection of two large houses was progressing. Special instruction was given in music, drawing, and penmanship. Encouraging progress was made in discipline and arresting truancy, and the year was one of prosperity. Estimated enrolment in private and parochial schools, 1,100; estimated value of school prox>erty, $688,479. — (City report and return.) TRAINING OF TEACHERS. STATE NORMAL SCHOOLS. By the laws of 1875, the State superintendent has general supervision of the State normals at Brockport, Buffalo, Cortland, Fredonia, Geneseo, Oswego, and Potsdam, as well as of any other State normals established hereafter. The regents of the uni¬ versity are associated with the State superintendent in the management of the Albany school. All these schools were in active operation prior to i870, except those at Buffalo and Geneseo, wdiich were organized in 1871. Appointments for admission are made by the State superintendent, subject to a required examination. There are three courses of study: an elementary English, an advanced English, and a classical, cov¬ ering, respectively, two, three, and four years of 40 weeks each. Academical de¬ partments were maintained until June, 1877, in 7 of the schools (the one at Albany alone excepted) ; since then only the normals at Brockport and Fredonia retain such •departments. There were, however, so-called academic pupils at some of the schools, yet no separate classes, except at Geneseo, where there was one separate recitation daily for this class of pupils. These normals are reported to be growing iu usefulness and favor. In 1870-71 there was an aggregate attendance of 2,301 pupils and 196 were graduated. In 1879- 80 the number of pupils was 5,753; number of graduates, 271. For detailed statistics of pupils in the training schools aud normal departments, see Table III of the appendix. For a fuller description of these schools, see the Report of the Commissioner of Education for 1879. — (State reports and circulars.) OTHER NORMAL SCHOOLS. The Normal College of the City of New Yorlc opened on February 15, 1870, with 1,068 students admitted by competitive written examination and 37 by private examina¬ tion, 1,105 in all. The college was then organized in 3 divisions — introductory, sophomore, and senior — and a 3 years’ course was maintained until 1879, when it was extended to 4 years for all new students. The standard of admission has been grad¬ ually raised during these years, and yet in 1880 (though the questions for admission were more difficult than ever before) 650 candidates passed a successful examination. The number of graduates in 1870 was 96; in 1880 it was 361, there being then 2,378 students. — (City report for 1870, tenth annual report, and return.) NEW YORK. 227 A training school for young ladies intending to teach was organized at Syracuse in 1879-80. — (City report.) A. Normal Training School for Kindergarten Teachers, organized in 1872 in New York City, is under the charge of Prof. John Kraus and Mrs. Kraus-Bolte. The course is 2 years. In 1879 there were 27 pupils attending. Another, with a course of 9 months in ordinary cases, is in charge of Miss Emily M. Coe, of the American Kindergarten, in the same city. teachers’ classes in academies and colleges. In 1877 the regents of the university were authorized to designate academies and academical departments of union schools in the several counties of the State to give instruction “ in the science and practice of common school teaching.” Tbc annual appropriation for this work was made from the United States deposit fund, but for several years the income of this fund has been insufficient to meet the appropriations made. Recently notice was given by the comptroller to the regents that after allow¬ ing apportionments for instruction given during the winter and spring terms of 1878-’79 payments would be withheld until further action by the legislature. Owing to this, the regents decided that no appointments to give such instruction could be legally made until the requisite fund should be provided. The legislature, however, appropri- ated $27,832 for teachers’ classes in academies in 1880, and it was hoped that like ap¬ propriations for this purpose would be continued. Instruction was also given in meth¬ ods of teaching, school discipline, &c., towards the close of the summer term at Alfred University, Alfred, and Hamilton College, Clinton; but at Hamilton this appears to have ceased with 1880. — (State report and catalogues.) teachers’ institutes. Under the general school law each school commissioner is to organize in his own dis¬ trict, or in concert with the other commissioners in his county to organize for the combined districts, a teachers’ institute, and to secure the attendance of all the teach¬ ers thereat, if possible. The act relating to institutes does not apply to the county of New York, and the territory of Hamilton County is so situated that the teachers are better accommodated in the institutes of adjoining counties. In 1871 institutes were held in the other 58 counties, with an attendance of 10,413 teachers, at an average expense of $1.65 per capita; in 1880 there were 79 institutes, 15,404 in attendance; expense, $1.01 per capita. The usual institute was organized in 1880 for the benefit of the Allegany and Cattaraugus Indian reservations. The institutes are reported to be of far greater value now than they were a few years ago and to have grown steadily in favor with commissioners, teachers, and the jmblic. — (State report.) EDUCATIONAL JOURNALS. These were in 1880 Barnes’ Educational Monthly, published simultaneously in New York and Chicago, and then in its sixth volume; the School Bulletin, Syracuse (organ of the State Teachers’ Association), entering its seventh volume that year; the Teach¬ ers’ Institute, then in its third year; the American Kindergarten Magazine, dating from 1878, published monthly in New York City; the New York School Journal, a weekly, which sent out its twelfth volume in 1880. These journals were devoted more especially to the school interests of the State, from Kindergarten instruction upwards. In addition there were the Industrial Monthly and the Industrial News, the latter published by the Inventors’ Institute. Cooper Union, New York City, both monthlies com¬ menced in 1880, and giving sometimes valuable information in reference to technical education. Within the decade came the University Monthly, a journal of school and home education published in New York City in 1871 and 1872, and the Journal of Education, published in Brooklyn in 1875 and 1876. Arrangements were made at the close of 1880 to transfer to the office of the School Bulletin at Syracuse the Kindergar¬ ten monthly published for some years at Milwaukee, Wis., under the title of the New Education, with which had been connected the Kindergarten Messenger, formerly published at Boston. The Sanitary Engineer contained in 1880 much information as to sanitary arrangements. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. According to the report of the regents of the University of the State of New York for 1870, the academies of the State consisted of 2 classes, those incorporated by the regents and subject to visitation by them, and high schools or free academies, which are a part of the free school system of the State. The number of academies subject to the visitation of the regents in 1870 was 144 ; free or unincorporated academies, 82; whole number of students, 30,000. In 1880 there were 30,909 pupils under in¬ struction, while the number of academies by the latest regents’ report (that for 1879) was 250. The standard in this class of schopls is said to be well kept up, and is gradually raised by means of questions issued to each school by the regents, these 228 REPORT OF THE COMMISSIONER OF EDUCATION. questions forming the basis of the examinations for admission, standing, and gradua¬ tion. The preliminary examinations continue to be conducted as in former years, while the advanced academic examinations, as required by law of 1877, have been in operation since June, 1878, with very satisfactory results. Tjiese last include a graduating course, revised by a committee of the University Convocation in 1879, and a college entrance course, which embraces subjects recommended by the University Convocation in 1865. — (State and regents’ reports.) OTHER SECONDARY SCHOOLS. For statistics of business colleges, private academic schools, preparatory schools, and preparatory departments of colleges, see Tables IV, VI, VII, and IX of the ap¬ pendix, and for summaries of these, see the report of the Commissioner preceding. SUPERIOR INSTRUCTION. COLLEGES FOR YOUNG MEN OR FOR BOTH SEXES. The colleges of this State recognized by the State board of regents and reporting to it, with the recognized schools of law and medicine, form the University of the State of New Yorlc, for which the academies under the supervision of the regents are the pre¬ paratory schools. There is no other State university than the one thus constituted. Its standard, as determined by the amount of academic preparation for admission to it and by the courses of the greater part of the colleges that compose it, is fairly up to the requirements of the day, and is in quiet and steady process of advancement through an increasing thoroughness in the examinations for admission from the 250 academies which receive their examination papers from the regents. Of the 27 literary colleges chartered or recognized as parts of the university and still surviving, one, the Univer¬ sity of Albany, exists thus far only in its departments of law and medicine, which have become connected with Union University, Schenectady; another, the University of Buffalo, exists only in its medical department; a third, Genesee College, Lima (better known as the Genesee Wesleyan Seminary), appears to have settled down into a mere popular secondary school ; a fourth, Martin Luther College, Buffalo, has, from poverty, not been able to organize itself upon a fair collegiate basis, and asks to be taken from the collegiate list. The remaining 23 were, in 1880, in the order of their charters and with the dates of these : (1) Columbia College, New York (Protes¬ tant Episcopal), 1754, known till 1874 as King’s College; (2) Union College, Schenec¬ tady (Union Church), 1795, rechartered in 1873 as Union University; (3) Hamilton College, Clinton (Presbyterian), 1812; (4) Hobart College, Geneva (Protestant Episco¬ pal), 1824, and called until 1852 Geneva College; (5) University of the City of New York, N. Y. (non-sectarian), 1831; (6) Madison University, Hamilton (Baptist), 1846; (7) St. John’s College, Fordham (Roman Catholic), 1846; (8) University of Rochester, Rochester (Baptist), 1846; (9) Elmira Female College, Elmira (Presbyterian), 1855; (10) St. Lawrence University, Canton (Universalist), 1856; (11) Alfred University, Alfred (Seventh-Day Baptist), 1857 ; (12) Ingham University, Le Roy (Presbyterian), 1857; (13) St. Stephen’s College, Annandale (Protestant Episcopal), 1860; (14) College of St. Francis Xavier, New York (Roman Catholic), 1861; (15) Vassar College, Pough¬ keepsie (non-sectarian), 1861; (16) Manhattan College, New York (Roman Catholic), 1863; (17) Cornell University, Ithaca (non-sectarian), 1865; (18) College of the City of New York, N. Y. (non-sectarian), 1866; (19) Rutgers Female College, New York (non-sectarian), 1867; (20) Syracuse University, Syracuse (Methodist Episcopal), 1870; (21) Wells College, Aurora (Presbyterian), 1870; (22) St. Bonaventure’s College, Alle¬ gany (Roman Catholic), 1875; (23) Cooper Union for Advancement of Science and Art, New York (non-sectarian), 1875, largely devoted to preparation for industrial work.1 Besides these, the Brooklyn Collegiate and Polytechnic Institute, Brooklyn, gives some instruction called collegiate, but consisting mainly of studies usually considered preparatory, while St. Francis and St. John’s Colleges, in the same city, Canisius and St. Joseph’s Colleges, Buffalo, St. Louis College, New York, and the Seminary of Our Lady of Angels, Suspension Bridge (all Roman Catholic), have courses that would hardly carry students beyond the entrance to the junior class of the better sort of col¬ leges. — (Regents’ renorts, 1874, 1879, 1880, with catalogues of colleges and returns for 1880.) INSTITUTIONS FOR THE SUPERIOR INSTRUCTION OF YOUNG WOMEN. Of the colleges above mentioned, Alfred, St. Lawrence, Cornell, and Syracuse admit women in common with young men, as does Cooper Union. Elmira, Ingham, Vassar, Rutgers, and Wells are for women only. For the statistics of classical and scientific departments in these and other colleges, see Tables IX and X of the appendix. For 1 Eight of the above mentioned universities and colleges, St. Stephen’s, Wells, St. Lawrence, Hobart, Madison, Rochester, Union, and Syracuse, received in 1879- 80 donations amounting to $449,144 for their educational work. — (Returns.) NEW YORK. 229 the statistics of schools not here named that provide superior instruction for young women, see Table VIII of appendix. Summaries of the statistics of these different tables may be found in the report of the Commissioner preceding. SCIENTIFIC. Under this class may be first mentioned, because of its national importance, the United States Military Academy , at West Point, which embraces in its 4 years’ course engineering, chemistry, mathematics, and mineralogy, besides military, literary, and legal branches of study. Cornell University, the agricultural and mechanical college of the State, and hence in receipt of the congressional grant for the benefit of agriculture and the mechanic arts, presents, besides a number of literary and special courses of study, 5 technical 4 years’ courses leading to appropriate degrees in (1) agriculture, (2) architecture, (3) chemistry and physics, (4) mechanic arts, and (5) civil engineering, with another engineering course of 5 years, besides several shorter courses leading to no degree. The degree of civil engineer is only given on completion of the 5 years’ course. In this the studies of the first and second years are the same as in the shorter course for bachelor of engineering, the last 3 years comprising additional literary and linguistic as well as technical studies. Among the shorter courses taken by those who are not working for a degree are one of 3 years in agriculture, one of 2 years x>reparatory to the study of medicine, and one of equal length in history and x>olitical science. The School of Mines of Columbia College, established in 1864 for the purpose of fur¬ nishing thorough instruction in those branches of science which form the basis of in¬ dustrial xrarsuits, in 1880 presented 5 parallel courses of study, each covering 4 years, viz: (1) mining engineering, (2) civil engineering, (3) metallurgy, (4) geology and paleontology, and (5) analytical and apx>lied chemistry. There is also an advanced course for graduates. The academical degrees are engineer of mines, civil engineer, and bachelor of philosophy. Graduates of the School of Mines may, after a year of additional study under direction of the faculty, receive the degree of ph. d. The Department of Science of the University of the City of New Yorlc in 1880 offered 2 scientific courses of study, one leading to the degree of bachelor of science, the other to that of civil engineer. The courses in this department are said to be equal to the other collegiate courses of the university and to cover 4 years, but one of these years ax>pears to be preparatory. Cooper Union for the Advancement of Science and Art maintains free day classes in various branches of art pertaining to the industries and in telegraphy, free evening classes in science and art, and free evening lectures on science and art, open to the public as well as to the students, besides a free reading room and library. There were 3,018 pupils under instruction during 1879-80 in day and evening classes, and in the evening school of science, 1,362, of whom 388 received certificates of x>roficiency indi¬ cating that they had passed an examination in some one subject. The diploma of the school is obtained by but few, as it is given only on conrpletion of the full course of 5 terms. The curriculum begins with a thorough course iu mathematics and includes mechanics, natural philosophy, elementary geology, and astronomy. — (Twenty -first annual report and circulars.) 'Rensselaer Polytechnic Institute, Troy, provided in 1880 a 4 years’ course in civil engineer¬ ing, offering superior facilities, kindred branches of study having been discontinued to concentrate the resources of the school on this. The course iucludes mechanical, road, bridge, hydraulic, steam, and mining engineering, and leads to the degree of civil engineer. A sux>plemental course in assaying had also been introduced. Besides the above schools especially devoted to scientific study, a majority of the Protestant colleges and universities in the State x>rovide general scientific courses which usually extend over 4 years, but in a few cover only 3 years, and in one only 2 years. The last, however (Madison University), announces a 3 years’ course after 1880-81. At Hamilton, Hobart, and Yassar Colleges, also at Union University and the University of Rochester, the study of astronomy is facilitated by well equipped observatories. For statistics of scientific schools, see Table X of the appendix, and a summary of it in the report of the Commissioner x>receding. For scientific departments of colleges, see Table IX. PROFESSIONAL. Theological instruction was given for 1879-’80 in 12 schools, of which 8 sent reports. The regular course in all extends over 3 years, usually meant to follow a collegiate training; some report a longer one, but in these preparatory instruction is apparently included. The Union Theological Seminary, at New York (Presbyterian), has a course covering an additional year for graduates, and reports 12 students in it, besides 2 fel¬ lows. Rochester Theological Seminary (Baptist) also makes x>rovision for graduate study, but reports no students engaged in it. In nearly all these schools ax)plicants 230 REPORT OF THE COMMISSIONER OF EDUCATION. for admission to the full course who are not college graduates must pass an examina¬ tion, and in 3 at least (the Union and Auburn seminaries, both Presbyterian, and the General Seminary of the Protestant Episcopal Church, New York) this examina¬ tion was on branches taught in colleges. Hamilton Theological Seminary (Baptist) provides a special course for those not fitted to enter On the full one ; the Rochester seminary also offers a partial course to those who desire it, and a special one of 4 years for Germans. A gift was received during 1879-80 by the Lutheran seminary at Hart- wick of about $5,000, to found a professorship, and another by the General Theologi¬ cal Seminary of the Protestant Episcopal Church of $0,000, for purposes not specified. — (Catalogues and returns.) For statistics of theological schools reporting, see Table XI of the appendix, and a summary of it in the report of the Commissioner preceding. The law schools reporting, as in 1878-’79, are 4, 2 of them situated in New York City, 1 in Albany, and 1 in Clinton. Up to 1880 only 2 of them (that of Columbia College and that of the University of the City of New York) had courses of study covering 2 years, but after 1880 the law school of Hamilton College is to be added to the list. The Albany Law School adheres to its long established course of 1 year, but requires a previous extensive course of reading. The law school of the University of New York grants its diploma after 1 year’s study to college graduates who, in their course, have studied the theory and general principles of jurisprudence and the historical develop¬ ment of constitutional law. For statistics, see Table XII of the appendix, and a summary of it in the report of the Commissioner preceding. Of the medical colleges reporting for 1879-80 (all but 5 of them in New York City) 9 are regular, 2 homoeopathic, and 3 eclectic. The course of study for the medical degree in all but 3 of the regular schools was that prescribed by the medical association : 3 years of medical study under a reputable and “regular” practitioner, including 2 courses of lectures of 20 weeks each, except at Columbia College, which numbered 28 weeks in its course. The 3 exceptions referred to are the College of Medicine of Syracuse University, the Albany Medical College (a department of Union University), and the Woman’s Medical College of the New York Infirmary. These have gone beyond the requirements of the medical association and insist on a 3 years’ graded course ; the school at Albany advanced thus for the first time in 1880, but still retained its 20 weeks’ lecture course, while in the school at Syracuse and the Woman’s Medical College of the New York Infirmary 3(3 and 32 weeks, respectively, were included in the course. The Bellevue Hospital Medical College adopted a graded course of study for 1880, but has since receded from it and returned to the old plan. The medical department of the University of the City of New York makes provision for graduate study and foreshadows the establish¬ ment in the future of a “systematic graduated scheme of tuition.” No preliminary examination is required for admission to this school, but one is provided for in case students desire a diploma from the Royal College of Surgeons, England. With the two exceptions of the school at Columbia College and the medical department of the University of Buffalo all the regular colleges insist on a preliminary examination for admission. The school at Buffalo announces distinctly that it places the responsi¬ bility for the preparatory training of its students on the preceptors of their first year’s study. There is a strict examination previous to graduation, not only by the faculty but by a board of examination outside of it, in the schools of Syracuse University and Columbia College, as well as in the Woman’s Medical College of the New York In- firm ary. The New York Homoeopathic Medical College and the New York Medical College and Hospital for Women, both homoeopathic, insist on an examination for admission and a 3 years’ graded course of study, but make this only 20 weeks in the former case and 24 weeks in the latter. In this latter there is, besides a greater .length of term, an examination previous to graduation by an examining board apart from the college, as well as by the faculty. In the 3 eclectic schools the old course is presented (3 years of medical study, in¬ cluding 2 terms of lectures of 20 weeks each) and an examination for admission is required. One of them, the College of Physicians and Surgeons, Buffalo, offers its advantages to women on equal terms with men. The College of Pharmacy of the City of New Yorlc reports a 2 years’ graded course of study, but no preliminary examination for admission “as yet.” The Neiv York College of Dentistry, New York City, receives students who have had 2 years of private tutelage or have attended 2 infirmary courses, and graduates them after 2 regular courses of study of 5 months each, with one course in practical anatomy, satisfactory dental work, and a written and oral examination. — (Catalogues and re¬ turns. ) For statistics of medical, pharmaceutical, and dental colleges, see Table XIII of the appendix, and a summary of it in the report of the Commissioner preceding. NEW YORK. 231 SPECIAL INSTRUCTION. EDUCATION OF THE DEAF AND DUMB. There were 1,335 pupils instructed during 1879-’80 in the 6 institutions for deaf- mutes under the supervision of the department of public instruction. This was an increase of 47 over 1878-’79. The State pupils numbered 640; county pupils, 479; New Jersey State pupils, 117; while 99 were supported by parents, guardians, or friends. The pupils were distributed as follows: Le Couteulx, Buffalo, 130; St. Joseph’s Institute, Fordham, 234; Institution for the Improved Instruction of Deaf- Mutes, New York, 119; New York Institution for the Instruction of the Deaf and Dumb, New York, 553; Western New York Institution for Deaf-Mutes, Rochester, 131 ; and the Central New York Institution for Deaf-Mutes, Rome, 168. The common school branches were taught in all these institutions; articulation and lip reading, in most. The two schools in New York City include higher branches; all, except the New York Institution for the Improved Instruction of Deaf-Mutes, teach various industries; and the school at Rochester includes Kindergarten work. For a more extended description of these institutions, see the Reports of the Commissioner of Edu¬ cation for 1878 and 1879. — (State report and returns.) EDUCATION OF THE BLIND. The New Yorlc State Institution for the Blind, Batavia, opened in 1868, reports 454 pupils admitted since that date and 182 present in 1879-80. The general plan of in¬ struction includes 3 departments: the literary, which includes the common branches, natural sciences, and higher mathematics ; the musical, including instruction on the pipe and cabinet organs, piano, violin, and other instruments, vocal music, harmony, and piano tuning; and the industrial department, in which the men make corn brooms and the girls receive instruction in bead work, knitting, sewing by hand and machine. Kindergarten work is also taught. — (Twelfth annual report and returns.) The New Yorlc Institution for the Blind, New York City, reported no change in the course of instruction in the academical, musical, and industrial departments; 200 pupils present at the beginning of the year and 32 admitted since. The dismissal of 29 left 203 in September, 1880. The branches taught are those essential to a good English education. The industries include various branches of handiwork. A musi¬ cal education is also given, and the more advanced scholars are required to give regular instruction in music to the less advanced pupils. — (State report and forty- fifth annual report. ) EDUCATION OF FEEBLE-MINDED CHILDREN. The New York Asylum for Idiots, Syracuse, established in 1851, reports an average of 289 inmates in 1879-80. Simple elementary studies and industrial occujjations are taught. — (Return. ) TRAINING IN SEAMANSHIP. The Nautical School of the Port of New York, on the schoolship St. Mary’s, reported a monthly average of 105 boys under instruction in the various departments of sea¬ manship. The graduating class numbered 46. — (State report.) EDUCATION FOR POLITICAL LIFE. Two of the colleges of the State — Columbia, New York, and Cornell, Ithaca — have Recognized and provided fora pressing need by establishing schools of political science to train young men for intelligent performance of the duties of public life. The course at Columbia is meant to cover three years after graduation from the usual college course. EDUCATION IN MUSIC. The New York College of Music reported 134 pupils in 1879. Later information is lacking. The Baxter University of Music, Friendship, established in 1853, reports four gradu¬ ating courses for church, society, orchestral, and band musicians, each course being complete in itself. There are also two undergraduate courses. Lectures on musical subjects are given and a series of progressive concerts aid the students. — (Report.) ART EDUCATION. The opportunities for obtaining instruction in the various departments of art in¬ crease from year to year in New York. The Society of Decorative Art furnished, in 1880, an elementary training in its specialty, with a view to industrial use; the Ladies’ Art Association had classes of a like character; the Art Students’ League taught compo¬ sition, drawing from .the antique, perspective, and had portrait and life classes; Cooper Union had evening schools of science and art, an art school for women (in 232 REPORT OF THE COMMISSIONER OF EDUCATION. which system of clay and evening schools 3,355 pupils were taught in 1879); the Na¬ tional Academy of Design included instruction in high art; the Art Classes of the Brook¬ lyn Art Association furnished similar opportunities ; Cornell University had a thorough course in architecture; Syracuse University, in its College of the Fine Arts, taught the history, theory, and practice of the fine arts; and there was a School of Design con¬ nected with Vassar College. The Metropolitan Art Museum, in the winter of 1879-’80, opened night classes for workers in wood and metal. The chief aim of this school was to develop good designers. The experiment was so successful that an u Industrial School of Art ” was established, with both day and night classes. Two departments were to be opened, one of painting, in which the principles of coloring as well as form were to be taught, the other to be devoted to technical instruction in woodwork and working in iron and stone. In December, 1880, a technical trade school, to teach carriage draughting and construction, was also opened in connection with the classes of the same museum. A school for instruction in tapestry painting is reported in New York City, and another branch of art — the painting of dresses in imitation of embroidery — attracts much interest. A new feature in industrial education was to be introduced in the Industrial School of the United Belief Works of the Society for Ethical Culture, also in New York City. Children from 6 to 8 years of age were to receive instruction in the rudimentary principles of mechanical operations and to work in clay, as the chiselling of wood required too great strength. This school is a charitable organization which takes its pupils from the free Kindergarten of the same society. A movement was projected in Brooklyn to establish a free school of technol¬ ogy, with library and reading room attached, these to be for the purpose of stimu¬ lating young persons to choose practical pursuits. — (Scientific American, American Architect and Building News, New York School Journal, &c.) TRAINING IN ORATORY. The College of Oratory (Prof. J. E. Frobisher), New York City, is a development from special and private instruction in schools and colleges. It reports a plan which includes general instruction, lectures, reading, and acting — a stage being arranged for these last — and a gymnasium to aid in strengthening the muscles. — (New York School Journal.) Information as to kindred schools is desired. TRAINING IN HOUSEHOLD INDUSTRIES. The Kitchen Garden Association, first started in 1877, is a means of applying the methods of the Kindergarten to teaching housework. Taking New York City as a centre, an incorporated association has been established, with branches in different cities. The 29 classes in the city include shopgirls, public school children, and those of wealthy parentage. In all, 990 children were taught in 1880. Normal classes have also been formed. In addition to the city classes, Brooklyn had 6, Albany and Troy 2 each, and there were others at Elmira, Poughkeepsie, and Rochester. — (First an¬ nual report.) The New York Cooking School (Miss Juliet Corson secretary and superintendent), established m 1876, instructed in marketing, carving, serving, and cooking, familiar¬ izing pupils with the chemistry of food and the physiology of nutrition, and training ladies in all branches of domestic economy, so that they may in turn teach others. It is open during the winter only, as the superintendent is called upon to establish schools elsewhere during the remainder of the year. The intention is to establish graded schools of cookery, which are to include schools for the training of children of the work- ing class for plain cooks, for high class cookery, and for the theory and practice of domestic economy. — (Circular.) TRAINING OF NURSES. The schools established for this purpose are the New York State School for Training Nurses, Brooklyn (organized in 1873); the Charity Hospital Training School, Black¬ well’s Island, 1875; the New York Training School for Nurses, Bellevue Hospital, New York City, 1873 ; and the Training School of New York Hospital, New York, 1877. The school connected with Bellevue Hospital reports 209 pupils since the organization, 63 in 1880, 45 pupils sent to private nursing in the same year, and 29 graduates; total number of graduates, 148; course of study, 2 years. The House and Hospital of the Good Shepherd at Syracuse also trains nurses. Ten pupils were reported in 1880 and .30 cases had been attended. — (Returns.) Information from the Free Training School for Nurses and Governesses mentioned in the report for 1879 is wanting, and also from one projected in 1879 in connection with Long Islapd College Hospital. REFORMATORY AND INDUSTRIAL TRAINING. New York, through its State board of charities, reports 8 classes of charitable insti¬ tutions receiving money from the public funds, among which are four previously re- NEW YORK. 233 ferred to, those for the blind, deaf and dumb, and the feeble-minded, viz: (1) Those under charge of the commissioners of public charities and correction, which con¬ tained 8,46(5 inmates on December 31, 1879, and had appropriated to them $860,000 for the year 1880. (2) Those which include institutions receiving for each inmate admitted an allowance sufficient to support such inmate. These are the Nursery and Child’s Hospital, the New York Infant Asylum, the Foundling Asylum, the New York Infirmary, and various church institutions. (3) The Children’s Aid Society (which reported 21 day and 11 night industrial schools in 1880, with 89 teachers and 9,662 inmates), the American Female Guardian Society, and the Shepherd’s Fold, all receiv¬ ing a fixed sum per annum, secured by special acts of the legislature, and thus not liable to forfeiture by any abuse of trust without repeal of act. (4) The Society for Befriending Children and Young Girls and the Five Points House of Industry, which receive a per capita allowance for each inmate of only $1 a week, a sum not sufficient to support them without private contributions or personal labor. (5) Thirteen insti¬ tutions of different religious denominations, that receive $2 a head from the city for children committed by the police and civil justices. (6) The Colored Home, sup¬ ported principally by New York City, according to special act. (7) The House of Refuge, which draws an income from the licensing of theatres, &c., and is thus indi¬ rectly aided by public funds. (8) There are also about 100 societies mainly supported by private funds, yet receiving a yearly donation from the excise fund. These in¬ clude hospitals, infirmaries, and dispensaries. Seventy-three institutions of these different classes reported for the two years ending September 30, 1880, a constant population of 22,000, and they received $4,000,000 from the public funds and $2,- 400,000 from private sources. — (Boston Medical and Surgical Journal and New York School Journal.) For statistics of the institutions referred to above and of any other similar ones, see Tables XXI and XXII of the appendix. For their summaries, see corresponding tables in the report of the Commissioner preceding. EDUCATIONAL CONVENTIONS. MEETINGS OF STATE AND NATIONAL ASSOCIATIONS. During the year 1880 many meetings of teachers were held in the State of New York. These were the University Convocation, which held its seventeenth annual meeting at Albany July 13-15, 1880; the New York State Teachers’ Association ; the Convention of School Commissioners and City Superintendents; also many voluntary associa¬ tions in the various counties, besides the usual teachers’ institutes, which meet once or more each year. In addition to these regular gatherings of New York teachers, the Ohio State Teachers’ Association and the National Association of Teachers held their conventions at Chautauqua Lake, while the American Institute oflnstruction convened at Saratoga. — (State report.) ASSOCIATION OF SCHOOL COMMISSIONERS AND CITY SUPERINTENDENTS. Meeting at Utica December 28-30, 1880, with President Sidney G. Cooke in the chair, the opening session was devoted to papers on “ Improved methods of instruc¬ tion,” “Essentials of the reports of teachers and school officers,” and “The press and the pulpit, or two of the teaching forces of the time.” Then resolutions and re¬ ports were adopted (1) to secure some uniform system of blanks for the rural schools which should embrace the essentials for reports of teachers and school officers ; (2) to change the school year from September 30 to July 31. A resolution which aimed to secure a change of the school age from 5-21 to 6-18 was lost. A paper was then read on the “ Relation of teachers’ institutes to common schools,” and different gentlemen gave their opinions as to the number of such meetings that should be held, the length of their sessions, and the methods to be employed. Following this was a discussion on normal schools, in which their relation to the rural schools was defined. The need of a department of pedagogy in colleges was broached, the establishment of some organic relations between academic and union schools and the normal schools was sug¬ gested, and the necessity of a higher standard of examination at the normal schools, so as to prepare students for entering at once on professional work, was shown. — (Teachers’ Institute.) STATE TEACHERS’ ASSOCIATION. The thirty-fifth anniversary was held at Canandaigua July 20-22, 1880. The ten¬ dency of the papers was toward a better and more practical education of the masses, this to be done by reforming the methods of elementary instruction. President Jo- honnot’s inaugural discussed State, county, and city supervision, town organizations, method in teaching, and courses of study. This address was the keynote to the pro¬ ceedings of the entire session. The resolutions adopted were that no one should serve as school commissioner unless he holds a college or normal school diploma or State certificate, or has held such office ; and that each commissioner should select two 234 REPORT OF THE COMMISSIONER OF EDUCATION. teachers holding college or normal diplomas or State licenses to act with him in con¬ ducting his examinations. A report was made in regard to the need of better teachers and a longer school term for the rural districts of the State. This was followed by the report of the committee on drawing in the public schools. * Rev. A. D. Mayo then addressed the association on “ Country schools and country life.” He dwelt upon the Deed of a revival in the common schools, so that by means of object teaching and observation of nature these schools might be a university of real knowledge of common things. Gen. John Eaton, Commissioner of Education, spoke of the need of improve¬ ment in methods of teaching, and said that the educator should be something more than a routine teacher of ordinary attainments. Other topics discussed were “The physical basis of mind,” “Education and insanity,” “Home study and culture for teachers,” “The relation of scholarship to culture,” and “The curriculum of study.” This last paper pleaded for physical development and culture and for practical schools, in which breadmaking should be taught as well as literature, science, and the arts. These were followed by “The relations of education and crime,” “An outside view of education” (a new education with more brains and less machinery being desired), and “Examinations, their use and abuse.” — (Teachers’ Institute, New York School Journal, New-England Journal of Education.) UNIVERSITY CONVOCATION. The convocation which met at Albany July 13-15, 1880, was not largely attended. The first paper was on intellectual education; Professor Barnard, of Cornell, urged a more general introduction of zoological education; Ex-President Sampson, on sec¬ ondary education, followed; subsequently, Professor Dealy, on “Education in the Early and Middle Ages.” In a paper on “Ends and means in education” President Gaines, of St. Lawrence University, recommended that the perceptive faculties be mainly relied on till the pupil is 12 years of age ; that, mathematics be made promi¬ nent from 12 to 18; and that, for dealing with relations and inferences, the classical languages should be held indispensable. “Historical methods in education” and “ What is the best education ? ” were also discussed. Other topics treated were “Quan¬ tity as an element in English verse,” “Rhetoric, its methods,” “The downward ten¬ dency of early Aryan civilization,” “The study of the Indo-European languages,” and the “ Decline of "the study of metaphysics.” The contests for 1880 of the Inter Aca¬ demic Union took place at the same time at the Albany High School. There were 27 institutions competing for honors, and prizes were divided among 11 schools. At the commencement exercises President Potter, of Union College, delivered the oration on the relation of the board of regents to the education of the State. — (School Bulletin.) OBITUARY RECORD. JAMES LENOX. This liberal founder of the Lenox Library, donor also of a fine library for the Theological Seminary at Princeton, N. J., and benefactor of many worthy charities, died February 17, 1880, in New York City. For forty years Mr. Lenox devoted him¬ self to collecting, rare books and works of art, and his collections of manuscripts, books, engravings, maps, statuary, paintings, drawings, and other works of art are said to have been without equals among private collections in America. The works on early American history, biblical bibliography, and Elizabethan literature are espe¬ cially noteworthy. Although not, strictly speaking, an educator, Mr. Lenox did so much towards aiding education by means of his library that it is not out of place to speak of him in this connection. His gifts to the Presbyterian Home for Aged Women, the Philipps Memorial Church, the Presbyterian Hospital, and the Lenox Library amounted to over $2,000,000. SAMUEL B. WOOLWORTH, LL. D., PH. D. Dr. Wool worth, secretary of the regents of the University, was born in Bridge- hampton December, 1800, and died June 30, 1880, in Brooklyn. His life was given to education, and he was one of its most earnest and intelligent expounders. For many years he was at the head of the academy at Homer, then principal of the .State Normal School at Albany, lastly secretary of the board of regents, in which position he became general superintendent of all the academies, academical departments, and colleges in the State. He filled the position of secretary for a quarter of a century, and then became honorary secretary. — (School Bulletin, Teachers’ Institute.) HON. ERASTUS C. BENEDICT, LL. D. While chancellor of the board of regents of the University of the State of New York Mr. Benedict died of apoplexy, October 22, 1880. Born at Branford, Conn., March 19, 1800 ; graduating at Williams College in 1821; and being admitted to the New York bar in 1824, he took much interest in the common school system, and was NEW YORK. 235 one of tlie first trustees elected in the city. A member of the New York board of edu¬ cation from 1850 to *1853, of the common council in 1840, of the legislature in 1848, 1864, and 1873, he was chosen in 1855 to fill the office of regent of the University; sub¬ sequently he became vice chancellor and in 1878 chancellor. In 1865 Rutgers College conferred on him the degree of ll. d. He was for many years chairman of the execu¬ tive committee of the New York Historical Society, manager of the Association for the Improvement of the Condition of the Poor, governor of the State Woman’s Hospital, a trustee of Williams College, and manager of the American Art Union. He published several educational works. — (The School Bulletin and Teachers’ Institute.) DR. EDWARD SEGUIN. Bom at Clamecy, France, 68 years ago, and educated at the Colleges of Auxerrc and of St. Louis in Paris, Dr. Seguin, soon after the completion of his studies, turned his attention to the education of idiots, and in 1839 opened an institution which has been the model for 75 similar establishments organized in various countries. In 1848 he came to this country and practised medicine for ten years in Ohio ; then returned to France, afterwards settling in New York, from whence he aided in the establishment of 11 schools for idiots in the United States. Dr. Seguin did much to place element¬ ary education on a reasonable and thoroughly scientific basis. He wrote many im¬ portant works on the training of idiots and on other subjects. He was also an enthu¬ siastic advocate of the universal adoption of the metric system, and identified himself particularly with the subject of medical thermometry and human temperature as an indication of health or disease. He closed his useful life in New York City October 28, 1880. — (Boston Medical and Surgical Journal, The Scientific American.) REV. WILLIAM ADAMS, D. D. The New York Institution for the Instruction of the Deaf and Dumb met with a serious loss during the year in the death of Dr. Adams, who was for thirty-two years connected with the institution, first as a director and afterwards as president. He died August 31, 1880. — (State report and report of institution.) PROF. JACOB VAN NOSTRAND. Professor Van Nostrand, for 41 years engaged in teaching in the New York Insti¬ tution for the Instruction of the Deaf and Dumb, died in December, 1879. — (State report and report of institution.) CHIEF STATE SCHOOL OFFICERS. Hon. Neil Gilmoue, State superintendent of public instruction , Albany. [Third term, April 6, 1880, to April 3, 1883.] Addison A. Keyes, deputy superintendent , State House , Albany. [From December 16, 1875.] The only other superintendent of public instruction during the ten years was Hon. Abram B. Weaver, 1868-1874. Other deputy superintendents were Edward Danforth, January 9, 1869, to August 1, 1874, and Jonathan Tenny, August 1, 1874, to December 16, 1875. I 236 REPORT OF THE COMMISSIONER OF EDUCATION. SUMMARY OF EDUCATIONAL STATISTICS 1871-72. 1872-73. 1873-74. 1875-76. POPULATION AND ATTENDANCE. White children of school age . Colored children of school age.. . Whole number of school age (6-21) . . White children enrolled . Colored children enrolled . . Whole enrolment . . Average attendance of white youth . . Average attendance of colored youth Whole average attendance . 182, 698 85, 239 267, 937 105, 680 233, 751 114, 852 348, 603 106, 309 40, 428 143, 737 70, 872 26, 958 97, 830 242, 768 127, 192 369, 960 119, 083 55, 000 174, 083 SCHOOL DISTRICTS AND SCHOOLS. Number of districts . Public school-houses . Schools for white children . . . Schobls for colored children . Whole number of schools taught - ... Average length of term in days . Estimated value of school property . TEACHERS AND THEIR PAY. 1,627 White men teaching . White women teaching.... Colored men teaching . Colored women teaching . . Whole number of teachers Average monthly pay . INCOME AND EXPENDITURES. Whole receipts for public schools Whole expenditure for them . STATE SCHOOL FUND. Amount of available school fund . Amount of permanent school fund (in¬ cluding portion not now available). 2, 565 746 3, 311 50 2, 820 1,200 4,020 1,261 413 317 141 2, 132 $211, 239 157, 057 2, 160 530 2, 690 257, 521 136, 968 394, 489 198, 760 4,074 3, 305 1,294 783 529 288 2, 894 $408, 831 191,675 $496, 405 297, 595 $501, 008 335, 663 $1,959,380 $2,187,564 a Exclusive of large quantities of swamp NORTH CAROLINA. 237 OF NORTH CAROLINA — 1 871 - *7 2 TO 1S79-’S0. 1876-77. 1877-78. 1878-79. 1879-80. Increase or de¬ crease since 1878-79. Increase or de¬ crease since 1871-72. 267, 265 273, 767 271,348 291,770 I. 20, 422 I. 109, 072 141,031 148, 613 154, 841 167, 554 1. 12,713 I. 82, 315 408, 296 422, 380 426, 189 459, 324 I. 33, 135 I. 191,387 128, 289 146, 631 153, 534 136, 481 D. 17, 053 73, 170 81,411 85, 215 89, 12b I. 3, 910 201,459 228, 092 238, 749 225, 606 D. 13, 143 I. 119,926 62, 628 82, 054 93, 951 90, 512 D. 3, 439 41,545 50, 499 56, 837 57,290 I. 453 104, 173 132, 553 150, 788 147, 802 D. 2, 986 5,718 6, 218 5, 944 6, 392 I. 448 3, 342 3, 457 3,766 I. 309 I. 2, 139 2, 885 3, 388 3, 605 3, 523 D. 82 1,550 1,761 1,898 1,789 D. 109 4,435 5, 149 5, 503 5, 312 D. 191 60 46 46 54 I. 8 $225, 000 $157, 921 $192, 793 $179, 561 D. $13, 232 1,193 1,844 1,771 2, 006 I. 235 I. 745 376 642 652 721 I. 69 I. 308 535 875 627 1,034 I. 407 I. 717 278 361 321 369 I. 48 I. 228 2, 382 3,722 3,371 4,130 I. 759 I. 1,998 $30 $23 18 $22 14 $21 75 D. $0 39 $406, 447 $452, 516 $493, 381 $399, 290 D. $94, 091 I. $188, 051 289, 213 324, 287 337, 541 352, 882 I. 15, 341 I. 195, 825 $91, 500 $112, 000 $204,500 $200, 000 D. $4, 500 2, 289, 139 a652, 500- a531, 555 D. 120, 945 D. $1, 427, 825 lands, the value of •which is not reported. 238 REPORT OF THE COMMISSIONER OF EDUCATION. STATE SCHOOL SYSTEM. OFFICERS. Within the decade the public school officers have been, for the State, a board of education, with a superintendent of public instruction who was ex officio a member of the board ; for counties, boards of education composed of the county commissioners, elected by the people for 2 years’ terms and having general oversight of free school interests, with examiners1 for testing the qualifications of teachers (one for each county, except from 1873 to 1877, when there were 3), chosen by the county board at first for 2 years’ terms, but from 1872 for 1 year only; for townships, till 1877, school committees of 3 persons, elected by the people biennially; afterwards such committees appointed by the county boards for the school districts into which the counties had been from the first divided. OTHER FEATURES OF THE SYSTEM. The schools, which are free to all youth between 6 and 21 years of age as enumer¬ ated annually, are to be taught at least 4 months of 20 days each. Separate schools lor the two races are required, the funds for them to be kept apart. To sustain the schools the law has appropriated annually 75 per cent, of the State and county capi¬ tation taxes, a property tax of 8-^ cents on the $100 of property and credits in the State,2 with 20 cents on each poll3 since 1872, when, the taxes were 6f cents on the $100 and 25 cents on each poll. If these amounts are not sufficient to maintain a 4 months’ school special taxes are allowed in the county should the qualified voters so elect. To receive pay, teachers must be licensed by the proper officers, must be of good character, and must make the required reports. No sectarian or political text books are allowed to be used, and the text books and course of study are recommended by the State board of education, which till 1872 prescribed both studies and text books.— (Laws, 1869, 1872, 1873, and 1877.) GENERAL CONDITION. An increase over the previous year of 33,135 youth of school age was reported in 1880, but a decrease in enrolment and attendance. It may be stated, however, that the enrolment is only reported from 78 counties out of 90, and the average attendance of whites from 74 counties; that of colored, from 72 counties. Consequently these figures hardly give a fair estimate for the State. A larger number of school districts and school-houses is reported, but a diminished valuation of school property, which seems to indicate dilapidation and decay in many parts. Still, as reports of the value of property for colored schools only came from 63 counties and for white schools from 68 counties, the total given doubtless falls below the real valuation. Public schools (5,312) exist in 81 counties, while the average term is as reported by only 75, and the average salary of the increased number of teachers examined and approved during the year is from the reports of 73 counties. Although a decrease in receipts duriug the year is reported, if the balance on hand September 1, 1879, be added, the total amount of school fund for the year would be $523,555. The disbursements for the year were only $352,882, so that again there remained on hand, September 1, 1880, a balance of $170,673. — (State report and return.) r£sum£ for the ten years.4 A system of public instruction was provided for by act of April 12, 1869 ; a board of education was appointed and 1,398 public schools were organized. Only 250 of the 800 townships in the State had reported up to October, 1870 ; but it was estimated that there were in the State 1,415 schools, with 49,000 pupils, taught by 1,400 teachers in 709 frame and log school-houses. The average monthly pay was $20.21; the total revenue for the year, $115,043. There was no report to this Bureau for 1870-71, but it may be seen by a glance at the statistical table that in the two years ending in 1872 a marked increase in youth of school age, enrolment, school-houses, and teachers was 1 The office of county examiner is to he abolished from June, 1881, and county superintendents are to he elected biennially. 2 To be made 12£ cents in 1881. 3 To be made 37£ cents on each poll in 1881 . 4 Although there has been a system of public schools in the State since 1840, the census of 1860 placed North Carolina in the front rank of illiteracy. NORTH CAROLINA. 239 apparent. New school laws went into effect In 1872 and 1873, and as a result of the changes made by these laws it was said that if the school districts were properly laid off, the school-houses properly located and built, and if the people of each district had the right to tax themselves and elect the officers to manage the schools, most of the districts of the State would maintain a free public school from 4 to 10 months in every year. In 1874 the people in many counties were organizing educational associa¬ tions and were taking more interest in public schools than formerly. In 1874-75 there is again a lack of statistics, while prior to that date many counties failed to report in full, but the new constitution and laws of 1876 and 1877 met with such favor that the county officers, with but few exceptions, sent in reports. A general awakening among the people on the subject of public schools was then apparent, and a State normal school was established in connection with the University of North Carolina by laws of 1876- ’77. From 1876-77 through 1878-79 there was a gradual increase in youth of school age, enrolment, attendance, school districts, schools, and teachers. The available school fund also largely increased during that period. — (State reports and laws.) AID FROM THE PEABODY FUND. During the decade the schools have been aided by the trustees of this fund to the amount of $91,400, the largest sums being given in the first five years. The amount given in 1880, $2,700, was divided between the normal schools for white and colored and Fayetteville and Morehead City. — (Reports of trustees of fund.) KINDERGARTEN. There were five schools of this class in 1879-’80. They are 1 at Charlotte (connected with Charlotte Female Institute), 1 at Pittsboro’, 2 at Raleigh (in connection with Peace Institute and St. Mary’s School), and 1 at Warrenton. CITY SCHOOL SYSTEMS. LEGAL PROVISIONS. Townships with cities of 5,000 or more inhabitants were allowed by act of 1877 to levy an annual tax for the support of graded public schools. This tax, if levied, is not to exceed one-tenth of 1 per cent, on the value of school property and 30 cents on each poll. The townships which include the cities of New Berne, Goldsborough, Char¬ lotte, and Wilmington are excepted from the operation of the act. — (Laws of 1877.) CITY SCHOOL STATISTICS. Raleigh and Wilmington, according to the census of 1880, have respectively popu¬ lations of 9,265 and 17,350. Further information is lacking in 1879-’80 in regard to these two cities. In 1878-79 Wilmington reported a school population of 4,921 and an enrolment of 866, and its schools were taught 144 days. In private or parochial schools there were 936 pupils. Fayetteville and Morehead City each reported one graded white school in 1880. The former received from the Peabody fund $600, the latter $200, indicating, under the rules, an attendance of at least 300 pupils in the former case and of at least 100 in the latter. A graded school at Salisbury, also for white pupils, was mentioned. TRAINING OF TEACHERS. STATE NORMAL SCHOOLS. By an act ratified March 9, 1877, provision was made for the establishment of a nor¬ mal school for white pupils in connection with the State University and for a State normal for colored pupils, where teachers for that race might be trained for the com¬ mon schools of the State. These schools were to be helped for 2 years at the rate of $2,000 a year. The general assembly at its session of 1879 continued this appropria¬ tion. The University Normal School is a summer school lasting six weeks. Its sessions have been successful from the beginning, and although a slight decrease in attendance was noticed in 1880 a manifest increase of enthusiasm and industry was perceptible, while the work accomplished is said to have been of a better character than formerly. Iu 1879-’80 it reported 241 normal students present ; a model school organized; lectures 240 REPORT OF THE COMMISSIONER OF EDUCATION. delivered to the tv hole school on school discipline, laws, organization, &c., advanced classes organized and conducted in the study of Latin, algebra, geometry, natural phi¬ losophy, physiology, and Shakespeare ; and a Kindergarten department successfully carried on. The State Colored Normal School, Fayetteville, also organized in 1877, has had a reg¬ ular 3 years’ course of study and adds a 3 years’ preparatory course since 1879. In 1879-’80 9 students completed the course of study prescribed for the senior class, 14 the course for the middle, and 18 that for the junior year. Of the whole number in the normal and preparatory departments, 35 have been engaged in teaching during the vacation or since leaving school. The matter of including another year in the course of instruction has been laid before the board of education. This is not to increase the length of course, but simply to take in higher branches (as Latin, algebra, rhetoric, &c. ), to enable the graduates to teach in large towns, where a higher grade of teacher is required. — (State report, catalogues, returns.) OTHER NORMAL TRAINING. At Bennett Seminary, Greensboro’, and at the Whitin Normal School, Lumberton, there are 4 years’ normal courses, and at the latter a preparatory class. Ray’s Nor¬ mal Institute, Kernersville, had a 2 years’ normal course in 1879, but no further infor¬ mation is at hand. In connection with Trinity College a summer normal was started in 1878; the catalogue of 1879-’80 makes no mention of its continuance. Shaw Uni¬ versity reported a 3 years’ normal course in 1878-79. Later information respecting it is lacking. teachers’ institutes. A law was passed in 1872 authorizing the holding of teachers’ institutes, and 6 were held in that year, with an average attendance of 37 to 50 persons. This law was repealed in 1873 and so remained through 1880, but was to be again in operation in improved form in 1881. EDUCATIONAL JOURNAL. In 1872 and 1873 endeavors were made to establish an organ of the department of education, but the attempt failed for want of the requisite funds. Arrangements were, however, completed in 1880 for the issue in January, 1881, of a monthly paper to be devoted to the furtherance of school interests and to be called the North Caro¬ lina Educational Journal. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. Although a university has long formed apart of the State system of instruction, the preparation of students for it through the common schools has not been encouraged. Even the right of local taxation for the lengthening of school terms beyond the 4 months minimum and for securing instruction in something more than elementary studies was wholly withheld till a late day. In the session of 1872-’73 a bill was intro¬ duced in the legislature to make provision for graded schools in cities and towns of more than 2,000 inhabitants. At first it met with some favor; but the agitation of a civil rights bill about that time and the fear of some that this bill if passed might inure to the benefit of whites and blacks alike, led its friends to witndraw the measure at the next session, 1873- 74. Two years later it was revived and passed, with the modification that ‘‘townships having within their limits cities of 5,000 or more inhab¬ itants be authorized to levy taxes for the support of graded schools.” This change shut off more than half of the dozen or more towns that would have been included u u- der the previous bill, and left only 5 with the needed population for voluntary self taxation (of which small number 2 were especially excepted from its provisions), with another that might have come in after some years. How far the 3 cities left — -Fa¬ yetteville, Raleigh, and Wilmington — have availed themselves of the permission given by the law does" not appear; but from the State report of 1878 it appears that 14 graded schools, 8 of them in these 3 cities, were to have aid from the Peabody fund for the school year 1878-’79. After that these schools were cast on their home resources by the withdrawal of Peabody aid, with what result is not yet known. The only high schools absolutely known about are 12 private schools, bearing that title in a list pub¬ lished by the State superintendent at the close of his report for 1878, the last list of the kind that appeared. NORTn CAROLINA. 241 OTHER SECONDARY SCHOOLS. For statistics of private secondary schools, such as business colleges, academies, and preparatory departments of colleges, see Tables IV, VI, and IX of the appendix to this report. For a summary of the statistics of each class, see corresponding tables in the report of the Commissioner preceding. One of these schools, the Kinston Collegiate Institute, which has not yet come on the Bureau lists, had in 1879-’80 an attendance of 112 pupils in academic, collegiate, and music departments, and gave instruction in anatomy, physiology, hygiene, and calisthenics. Another, the Bingham School, Mebanesville, has been in operation Dearly 90 years. — (North Carolina Educational Journal.) SUPERIOR INSTRUCTION. COLLEGES FOR YOUNG MEN OR FOR BOTH SEXES. The University of North Carolina, Chapel Hill, was chartered in 1789 and opened its doors to students in 1795. Its greatest prosperity was said to be in 1858-’59, when it had 456 students. The plan of the university includes 8 colleges, and in 1869-’70 the college of literature and the arts and the college of philosophy (both with 4 years’ courses) were in operation, and there was a preparatory class. In 1872 the university was suspended, but reopened in September, 1875. The courses included the arts, sciences, and agriculture, also an optional course entitling to certificate of prohciency. A summer normal, a law school, and a 3 years’ course in engineering were reported in 1877-78, and a school of medicine in 1878-79. In 1879-’80 the schools were so ar¬ ranged as to lead to the degrees of b. a. , b. s. , and ph. b. , and graduate instruction was offered leading to ph. d., m. a., and m. s. There were 171 students in 1879-80. — (Cata¬ logues, return, North Carolina Educational Journal.) The other colleges reporting (all in existence prior to 1870, except Biddle and Rutherford) were Davidson, Rutherford, North Carolina, Trinity, and Wake Forest Colleges, and Biddle University. Rutherford (dating from 1871), Trinity, and Wake Forest arrange their work in schools, the first having 6, the second 11, and the third 7. All report prex>aratory, classical, and scientific courses. Biddle University (or¬ ganized in 1867 and incorporated in 1877) has an English course of 4 years; Davidson, eclectic and graduate courses; while Trinity and Wake Forest include commercial instruction. Shaw University last reported in 1878-’79. Weaverville College, which was chartered in 1873, has not reported since 1875-’76. For statistics of these colleges, see Table IX of the appendix, and a summary in the report of the Commissioner preceding. INSTITUTIONS FOR THE SUPERIOR INSTRUCTION OF YOUNG WOMEN. Rutherford College, Shaw University, and Weaverville College, when last heard from, gave instruction to both sexes. For statistics of colleges especially for young women, see Table VIII of the appendix; for a summary of these statistics, see a cor¬ responding table in the report of the Commissioner x>receding. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. The University of North Carolina Agricultural and Mechanical College, founded in 1875 under the national land grant, has a regular 4 years’ course which leads to the degree of b. s. A shorter ox>tional course in agriculture is arranged for students whose time is limited. In the schools of chemistry and x>hysics and the college of natural history there is also ox>x>ortunity for scientific study. The agricultural experiment station, created by act of March 12, 1877, tests soils, fertilizers, and chemicals, deter¬ mines the quality and germinating x>ower of seeds, and examines and reports on the means of exterminating insects that are injurious to vegetation. In 1879-’80 there were 24 students reported in the scientific department, 8 of them pursuing a partial course. — (College catalogue and returns.) Rutherford, Trinity, and Wake Forest Colleges report schools of natural science; the other colleges, scientific courses. PROFESSIONAL. Theological instruction is given at Biddle University, Charlotte (Presbyterian), in a 3 years’ course; at Bennett Seminary, Greensboro’ (Methodist Exnscopal), in one of 16 E 242 REPORT OF THE COMMISSIONER OF EDUCATION. 4 years; at Shaw University, Raleigh (Baptist), which reported a 4 years’ course in 1879 and an entrance examination ; in the biblical department of Trinity College, Trinity (Methodist Episcopal South), which course taken exclusively is completed in 2 years, but when other studies are added requires 3 years; and in the School of the Bible of 'Wake Forest College (Baj)tist), which lays down no specific course and gives no cer¬ tificate of proficiency. For statistics of these schools, see Table XI of the appendix, and a summary in the report of the Commissioner preceding. Legal instruction is given in the law departments of the University of North Caro¬ lina and of Trinity College. Neither of these schools requires an examination for admission. The former, with a 2 years’ course of 9 months each year, reported 13 stu¬ dents in 1879-’80; the latter, a 3 years’ course of 40 weeks each year and 14 students. The law department of Rutherford College was suspended in 1879. — (Catalogues and returns. ) Medical instruction is furnished in the medical school connected with the Univer¬ sity of North Carolina. A 2 years’ course of 9 months yearly is reported, in which instruction is given in part by lectures and special attention is paid to the study of anatomy. There were 9 students in 1879-’80 and 9 graduates, besides several in special optional studies. — (College catalogue and returns.) SPECIAL INSTRUCTION. EDUCATION OF THE DEAF AND DUMB AND THE BLIND. The North Carolina Institution for the Deaf and Dumb and the Blind, Raleigh, was opened in 1845. Special attention is paid to the instruction of colored deaf-mutes and blind, and in 1880 all the rooms devoted to this race were reported filled and more accommodation needed. In the literary department, which is said to be well officered and managed, the common school branches are taught. In the mechanical depart¬ ment both blind and deaf are instructed in broom, mattress, and shoemaking, cane seating, sewing, knitting, bead, and fancy work. Two new features were introduced into the institution in 1880: cookery as a science and articulation. In lip reading the pupils already display such proficiency as to remove all doubts concerning its practicability. For statistics of this school, see Tables XVIII and XIX of the appendix; for sum¬ maries, see corresponding tables in the report of the Commissioner preceding. EDUCATIONAL CONVENTIONS. STATE ASSOCIATION. The law of 1872 authorized the organization of teachers’ associations, and any meet¬ ing held for one month with an average attendance of twenty or more teachers was to be aided to the extent of $50 a year. In 1873 a State educational association was formed at Raleigh, a constitution adopted, and 44 members enrolled. In 1874 a ses¬ sion of this same body was held at Raleigh and many important educational topics were discussed. From that date to 1877 no mention is made of the continuance of these meetings, but as the organization seemed to be a permanent one there were probably annual sessions. In 1877 a convention of colored people met at Raleigh and a series of resolutions was adopted, in which that race were urged to think and act for themselves. In 1878 the teachers in attendance at the University Normal took steps to organize a North Carolina teachers’ association, as well as various county as¬ sociations throughout the State. On July 29, 1880, a meeting of this association was held at Chapel Hill, at which a memorial was drawn up to be presented to the general assembly, specifying certain changes of law which would give a better system of edu¬ cation to the State. The topics discussed are not reported. — (State reports and North Carolina Educational Journal.) OBITUARY RECORD. ROBERT HARRIS. Mr. Harris, a colored man, was one of the first of his race to engage in teaching in the South. Born at Fayetteville in 1839 of free parents, who settled in his earliest years at Cleveland, he enjoyed excellent educational advantages, and at the close of the war began teaching in Virginia, under the auspices of the Freedman’s Bureau. A year or so afterward he went to Fayetteville, where for ten years he was at the head of the Howard Grammar School, and from 1877 principal of the State Colored Normal School. He died October 24, 188Q, — (State report). NORTH CAROLINA. 243 CHIEF STATE SCHOOL OFFICER. Hon. John C. Scarborough, State superintendent of public instruction , Raleigh. [Second term, January 1, 1877, to January !, 1881.] 1 Other superintendents during the ten years. were Rev. S. S. Ashley, 1869-1872; Hon. Alexander Mclver, 1873-1875; Hon. Stephen D. Pool, 1875-1877. 1 Mr. Scarborough was again elected in 1881 for a 4 years’ term. 244 REPORT OF THE COMMISSIONER OF EDUCATION. SUMMARY OF EDUCATIONAL STATIS 1870-71. 1871-72. 1872-73. 1873-74. 1874-75. POPULATION AND ATTENDANCE. Whites of school age (6-21) _ 1,031,765 1,046,971 968, 688 963, 548 995, 128 Colored of school age (6-21) _ 26, 283 1,058, 048 26, 303 23, 020 991, 708 22, 399 22, 598 Whole number of school age .. 1, 073, 274 985, 947 1,017,726 Whites in public schools . Colored in public schools . Whole number enrolled . 732, 122 702, 345 6, 455 708, 800 698, 068 5,950 704, 018 701, 812 6,131 707, 943 703, 583 8, 546 712, 129 Average monthly enrolment .... Average daily attendance . 432, 452 408, 538 480,489 407, 917 526, 904 429, 630 532, 473 435, 449 Pupils in private schools . 6,914 8, 386 5,937 13, 066 10, 652 DISTRICTS AND SCHOOLS. Township districts . - . 1,346 1,344 1, 342 1,337 10, 623 1,337 10, 433 Subdistricts in these . 10, 686 496 10, 695 10, 662 City, village, and special dis¬ 549 558 582 605 tricts. District divisions in these . 693 669 713 728 701 School-houses in township dis¬ 10, 622 10, 687 10, 687 10, 664 10, 695 tricts. School-houses in city, village, 949 978 1,007 1,024 1,139 an I special districts. Public school-houses _ _ _ 11,571 11,665 11,694 11, 688 11,834 Public school rooms . . 14, 186 14,201 14, 543 14,768 14, 868 Rooms for elementary schools . . 13, 876 310 13, 838 14, 193 14, 356 14,418 Rooms for high schools . 363 350 412 450 School-houses built . 578 566 542 579 544 Cost of school-houses built _ $1, 025, 077 $893, 422 $1,008, 786 $1, 164, 104 18, 829, 586 $1, 010, 786 Value of public school-houses 14, 988, 612 17, 168, 196 17, 659, 276 19, 876, 504 and grounds. Average time of schools in days. 165 152 140 145 150 TEACHERS AND THEIR PAY. Male teachers in public schools. 9,563 9, 718 9, 789 9, 911 10, 186 Female teachers in same . 12, 544 12, 343 12, 110 12, 464 12, 306 Whole number employed . 22, 107 22, 061 21, 899 22, 375 7, 198 22, 492 Teachers permanently em¬ 7,580 7, 085 7,248 7,762 ployed. Teachers in primary and gram¬ 21, 607 21, 573 21, 401 21, 664 21, 851 mar schools. Teachers in high schools . 500 488 498 711 641 Teachers in colored schools _ 145 163 167 160 210 Teachers in private schools .... 14*?. 184 123 265 211 Average monthly pay of men. $65 00 $60 50 $61 75 $59 50 $60 50 Average monthly pay of women 40 00 40 25 40 00 45 00 44 00 INCOME AND EXPENDITURES. Receipts for public schools.... $7,365,992 $7, 420, 338 $7, 705, 605 $11,060,340 $11,749,361 Expenditure for public schbols. 7, 254, 729| 6, 817, 368 6, 973, 403 8,072,168 8,170,960 OHIO. 245 TICS OF OHIO — 1S70-’71 TO 1S79-’S0. 1875-76. 1876-77. 1877-78. 1878-79. 1879-,80. Increase or de- crease since 1878-79. Increase or de- crease since 1870-’71. 1,002,702 1, 004, 145 1, 018, 789 1,018, 795 1,022,571 I. 3,776 D. 9,194 22, 933 23, 103 23, 174 24, 525 23, 654 D. 871 D. 2, 629 1, 025, 635 1, 027, 248 1, 041, 963 1, 043, 320 1, 046, 225 I. 2, 905 D. 11,823 715,771 715, 405 730, 365 725, 210 737, 627 L 12, 417 7,192 6, 835 9,829 ' 9, 441 9, 511 I. 70 722, 963 722, 240 740, 194 734, 651 747, 138 I. 12, 487 I. 15, 016 552, 299 554, 933 574 j 53o 571,880 585, 335 I. 13, 455 447, 139 448, 100 465, 372 459, 990 476, 279 I. 16, 289 I. 43, 827 9, 141 10, 767 23, 121 28, 861 28, 650 D. 211 I. 21, 736 1,347 1,347 1, 347 1,346 1,346 10, 627 10, 721 10, 769 10, 842 10, 872 I. 30 I. 186 616 632 651 666 684 I. 18 I. 188 715 7i4 743 759 753 D. 6 I. 60 10, 732 10, 744 10, 791 10,874 10, 888 I. 14 I. 266 1,148 1,172 1,188 1,269 1,255 D. 14 I. 306 11, 880 11,916 11,979 12, 143 12, 143 I. 572 14, 951 15, 504 15, 671 16, 045 16, 247 I. 202 I. 2, 061 14, 464 14, 949 15, 139 15, 515 15, 680 I. 165 I. 1,804 487 555 532 530 567 I. 37 I. 257 549 490 481 437 442 I. 5 D. 136 $1, 159, 350 $803, 146 $843, 822 $580, 801 $711, 835 I. $131,034 D. $313, 242 20, 969, 557 21,145, 527 21, 329, 864 21, 103, 255 21,851,718 I. 748, 463 I. 6, 863, 106 155 155 155 150 150 D. 15 10, 493 10, 855 11, 099 11, 456 11, 326 D. 130 I. 1,763 12, 353 12, 148 12, 292 12, 031 12, 358 I. 327 D. 186 22, 846 23, 003 23, 391 23, 487 23, 684 I. 197 I. 1,577 b, 151 8, 336 8, 525 9, 028 9,388 I. 360 I. 1,808 22, 179 22, 292 22, 680 22, 781 22, 986 I. 205 I. 1,379 667 711 711 706 698 D. 8 I. 198 188 180 262 238 225 D. 13 I. 80 135 182 225 272 247 D. 25 I. 104 $59 75 $57 50 $59 00 $56 50 $56 25 D. $0 25 D. $8 75 36 00 37 25 41 50 41 25 39 25 D. 2 00 D. 75 $8, 605, 135 $7, 875, 904 $7, 841,911 $7, 747, 485 $7, 526, 224 D. $221, 261 I. $160,232 8, 462, 758 8, 036, 621 7, 995, 125 7, 711, 325 7, 704, 449 D. 6,876 1. 449, 720 246 REPORT OF THE COMMISSIONER OF EDUCATION. STATE SCHOOL SYSTEM. OFFICERS. For supervisory and executive work there is a State commissioner of common schools, elected triennially by the people, with boards of education of 3 members or some multiple of 3, elected by the people in cities, villages, special districts, town¬ ship districts, and the subdistricts into which townships are usually divided.1 For examination of teachers for the State schools there are 3 State examiners, ap¬ pointed triennially by the State commissioner; 3 examiners for each county, ap¬ pointed by the county probate judge ; and 3 for each city or village of not less than 2,500 inhabitants,2 appointed by their boards of education, all for 3 years’ terms. These arrangements as to officers have been substantially the same for many years. City boards usually employ superintendents for their schools. OTHER FEATURES OF THE SYSTEM. The State common schools may be of any grade from primary to high. They are free to all unmarried youth 6 to 21 years of age residing in the districts where they are, but separate schools may be established for colored youth. Attendance for at least 12 weeks in each school year is required of all children 8 to 14 years of age, unless excused because of sickness, distance from school, or instruction elsewhere. Without a certificate of compliance with this rule, no child of these years may be lawfully em¬ ployed during the established school hours. To ascertain who are entitled to the privileges of the schools and to a share in the State funds for the support of Them, an annual census must be taken of the unmarried youth of school age. Failure to take this subjects a delinquent district to loss of its share of the State funds, though the district may compel the officer whose duty it was to take the census to make up this loss. The funds conditioned on this census taking are those derived from the interest at 6 per cent, of a permanent fund created out of United States land grants and from an annual State tax of 1 mill on $1 of all -taxable property. They are dis¬ tributed on the basis of the number of youth of school age and status shown by the last enumeration, must go towards the pay of teachers, and must be met in each school district by a supplementary tax not to exceed 7 mills on $L of valuation; in Cincinnati, pot to exceed v5 mills. No one may be employed as a teacher to receive the benefit of these funds without a certificate of qualification from either the State examining board or that of the county or city in which the teaching is to be done ; and no one employed can receive pay for services, except in certain specialties, with¬ out the presentation of snch a certificate and the required reports. Text books and courses of study for the schools are prescribed by the local school boards. The teach¬ ing of the German language is allowed when duly petitioned for; and there is legal provision for evening schools, school libraries, and teachers’ institutes, for a sufficiency of schools for all school children, and for a school term of 24 to 44 weeks each year. GENERAL CONDITION. The school report for 1879-’80 shows that there was a fair advance on 1878-79 in at least the better parts of the school system. Against an increase of only 2,905 in youth of school age, appears an increase of 12,487 in the enrolment in public schools, and of 16,289 in average daily attendance ; the additional enrolment thus exceeding by 9,582 and the average of pupils in the schools each day by 13,384 the increase in youth of school age. This certainly indicates activity on the part of school officers and teachers, greater attractiveness in the instruction, and better accommodations in the schools. There were 442 school-houses built, at a cost of $711,835. Evidence of improved and still improving methods of instruction comes from the reports of the many cities that are always in the lead in this respect. Indeed, the close examina¬ tions of teachers in this State by carefully chosen examining boards, with the lively work of some excellent normal schools, have brought the teaching to a higher standard than might be anticipated in a State without any normal school system of its own. And in this year 360 more teachers than before (9,388 in all) proved so efficient as to remain in the schools in which they were employed. Almost the only offset to these improvements is a diminution of the pay of teachers, on an average, 25 cents a month for men and $2 a month for women. RESUME FOR TEN YEARS. Something of the same educational advance noticed for 1879-’80 appears when this year is compared with 1870-71. The increase in the number of children of school age Except in tlie larger cities, where there are 1 or 2 members for each ward, and in divided town¬ ships. 2 Cities with 10,000 or more inhabitants may have 3, 6, or 9 examiners. OHIO. 247 in all that interval was only 11,823, yet 15,016 more were brought into the public schools and 43,827 more were held in average attendance. And this gain did not come from crushing out private and church schools, for these had 21,736 more pupils at the close of the decade than at the beginning, making in all 36,752 additional chil¬ dren brought under instruction. Deducting the number that reached school age within the decade (11,823), there was evidently a gain of 24,929 for schools of some kind from the ranks of the schoolable children that had been previously untaught. This is a good record. Whether an increase of 374 in the number of school districts was or was not an advantage on the whole, it certainly was one in respect to facilities for school attendance, and so for gathering more children into the schools. And then provision for this fuller attendance appears to have been fairly made in 572 more school- houses, with 2,061 more rooms; for, giving an average of only 30 pupils to a room, there was thus accommodation for 61,830 more children ; while, of course, these more modern structures afford better light, ventilation, and warmth, seats greatly easier, and other comforts and advantages once hardly thought of. Besides this, an increase of 1,577 in the number of teachers implies smaller classes and closer super¬ vision of their work. As the years advance we find a considerably larger proportion of men than women teaching, the average monthly pay of men falling off' $8.75 and that of women 75 cents during the decade, although the whole expenditure for edu¬ cation by the State was $449,720 more in 1879-80 than in 1870-71. The record stands, then, less paid to teachers, more put into the schools, an improvement in these as re¬ spects comfort and accommodations, attendance enlarged much beyond the increase of school children, and for this attendance enough more teachers to meet all demands, besides a larger average of proven capacity and skill. In laws, the changes as to school matters have not been great, but have, upon the whole, been good ; the chief being improvements in the organization of city and vil¬ lage school systems made in 1873 and 1880, with a compulsory enactment in 1877 as to school attendance for at least 12 weeks in each school year affecting every child from 8 to 14 years of age. , KINDERGARTEN. This form of training for young children has found considerable favor in the State. Within the decade the number of Kindergarten reported has grown from 2, in 1873, to 19, in 1880; and, although the public school systems of the cities have not adopted Frobeks plans to any appreciable extent, these have found foothold in private and church schools, in normal schools, and in one or two corporate institutions. At Cincinnati an association of ladies for the promotion of free Kindergarten instruc¬ tion in that city was formed in December, 1879, and through the favor which it found from liberal citizens was enabled to establish and carry on (apparently from March 1, 1880), under the charge of a pupil of Miss Blow, from St. Louis, a school that began with 6 children and rose ere long to 60, averaging thenceforth 50 in attendance daily. To aid in the care of it 4 assistant teachers were selected from among many applicants, on the condition that they should give their time and service for a year for the benefit of the training which this service would secure them in kindergartening. The results were so satisfactory that at the expiration of the year arrangements to open another Kindergarten in another section of the city were in progress, and were only delayed to await the necessary funds. — (Reports of the Commissioner of Education and first report of Cincinnati Kindergarten Association.) CITY SCHOOL SYSTEMS. OFFICERS. All cities in this State have boards of education elected by the people, with oppor¬ tunity for changing part of their membership at the annual elections. Those with 10,000 or more inhabitants have had boards of one or two members from each ward, with liberty to change from the smaller to the larger number ; those with less than 10,000, boards of three or six members, with like liberty of change or of a change to one member from each ward. But in 1880 began the operation of laws meant to secure for cities of the first class boards uniformly of 2 from each ward, except in Cincinnati and Cleveland, which will have composite boards, partly from the city as a whole, partly from the several wards, the former to hold for 3 years, the latter for 2. These boards may (and usually do) appoint superintendents for the schools of their several cities, and must appoint boards of examiners to test the qualifications of persons pur¬ posing to teach or seeking higher positions as teachers. They also determine the text books and courses of study for their schools. 248 REPORT OF THE COMMISSIONER OF EDUCATION. STATISTICS, a Cities. Population, census of 1880. | Children of school age. 1 Enrolment in public schools. Average daily at¬ tendance. Number of teachers. Expendi¬ ture. 16, 512 8, 025 4, 719 2, 808 4, 363 3, 387 3, 055 2,425 56 $75, 528 13, 598 39, 131 33, 537 &687, 194 1, 595 905 21 12, 260 2, 627 1, 925 3, 509 49 Chiliicothe . 10, 938 1, 903 32, 110 24, 262 45 Cincinnati _ _ 255, 608 160, 146 51, 377 38, 721 8, 451 85, 882 49, 263 14. 662 26, 050 633 Cleveland ..... _ _ _ 16, 867 447 386, 638 209, 670 Columbus _ _ _ 7, 792 5, 953 4, 675 143 Dayton . . . . . . . IT 225 5, 902 1, 041 125 151, 818 Fremont _ _ _ _ _ 2, 369 5, 058 2, 861 688 20 13, 789 Hamilton _ _ _ _ 12, 122 2, 020 1, 494 1, 391 1, 037 1, 350 35 34,534 19, 037 Trenton . . 8, 857 1,925 1, 402 1, 905 30 Lima . . . . . 7, 569 - 2, 426 2, 983 23 14, 466 26, 526 Mansfield . . 9, 893 37 N e wark . . . 9, 602 3, 649 1, 812 1, 322 1, 603 39 22, 628 Portsmouth. . . . . . _ 11, 320 3, 734 6, 166 2, 150 2, 649 42 31, 397 Sandusky . . . . . 15, 949 20, 729 1, 873 48 47, 628 Springfield . . . . . 2, 964 2, 345 2, 275 60 82, 258 Steubenville . . . 12, 093 5’, 973 1, 726 44 30, 509 Tiffin . . . . 7, 882 2, 944 1, 315 928 29 18, 207 168, 2^6 22, 205 Toledo . . 50, 143 15, 536 5,199 5, 782 7,616 2, 262 4, 935 1, 647 2, 283 139 Youngstown . . 15. 431 40 Zanesville _ _ 18, 113 3, 144 74 46, 187 a The figures given are from the State report for 1879-80. Those for population are in some cases from the first count of the census takers. & The expenditures given for Cincinnati are those for school purposes alone; taking in $20,699 for library purposes makes a total of $707,893. ADDITIONAL PARTICULARS. Akron had 8 school buildings, containing 40 rooms, with 2,927 sittings, and classed her schools as primary, grammar, and high ; with a session of 200 days, there was an increase in enrolment of 2^9, of 228 in average attendance, and a gain in the quality of the work done. In an average attendance of 2,425, there were hut 1,223 cases of tardiness, 321 of truancy, and 159 of corporal punishment. Modifications of the courses of study in the elementary and high schools were under consideration. Special teachers in music, industrial drawing, and penmanship were employed, the former 2 days in the week and the others all the time. Estimated value of school property, $105,000 ; esti¬ mated enrolment in private and parochial schools, 450. — (City report and return.) Bellaire reported 5 school-houses, containing 21 rooms ; a school session of 190 days ; 91 per cent, of average daily attendance on monthly enrolment, and school property valued at $48,850. — (State report, 1880.) Canton had 7 school-houses, containing 40 rooms, with 2,350 sittings ; classed its schools as high, grammar, primary, ungraded, and German, with a session of 190 days ; reported an increase of 8 teachers, including 3 special, and of 312 in average enrolment over previous year; 88 per cent, of average daily attendance on monthly enrolment; 174 in night schools; 148 fewer cases of tardiness, while 1,904 had a clean record. Special instruction was given in music and penmanship. Estimated value of school property, $152,200 ; estimated enrolment in private and parochial schools, 450. — (City report and return.) Chillicothe reported a school session of 190 days, 5 school-houses, and 39 rooms; an increase of 105 in enrolment and of 76 in daily attendance ; in the primary 93 per cent, of average daily attendance on average monthly enrolment and 99 per cent, in the high school, "in the high school 403 had studied German. Estimated value of school prop¬ erty, $150,000. — (State report.) Cincinnati had 54 school-houses, 562 rooms for study, with 36,381 sittings, and classed its 42 schools as district, intermediate, and high, 33 of which were in the district de¬ partment, 6 in the intermediate, and 3 in the high. Of these, 6 of the district, 2 of the intermediate, and 1 of the high were for colored pupils. A normal school, one for deaf-mutes with 128, and 7 night schools with 2,467 pupils, made the total enrolment in public schools 36,121. The district schools were divided into 6 grades, the inter¬ mediate into 3, and the high into 4, making a course of 13 years. There was an in¬ crease in enrolment of 1,261, while in the primary schools the per cent, of average daily attendance on average monthly enrolment was 90; in the high,- 95. It was es¬ timated lhat 15,857 children between 6 and 14 years of age were in no school of any kind. There was a decrease of 6 in the number of night schools and of 726 in enrol¬ ment. Of these 7 night schools, 5 were for white pupils and 2 for colored, classed as district and high, from the last of which 36 graduated. The annual normal institute had English and German departments, with high grades of study, while in the monthly OHIO. 249 meeting of the teachers’ association questions as to courses of study and methods of instruction were considered. Exercises in “gems of literature,” teaching the pupils beautiful extracts from the best authors, had been introduced in the district and in¬ termediate schools with gratifying results. Excellent work in composition is said to have been done. Primary reading by a combination of the word and phonic methods was taught with fine effect. Spelling was taught from reading and other lessons, not from the spelling book, which was laid aside. Primary arithmetic, taught by a new and free method without books, produced remarkable results in the rapidity a.nd ac¬ curacy with which the children of the first and second school years could add and subtract. Special instruction in music, drawing, and penmanship was given in all departments, while in the schools where German and English were taught more than half studied German. From the Hughes and Woodward High Schools 111 graduated. Gaines High School for colored pupils enrolled 64 and graduated 7. In the City Uni¬ versity changes were made in the course leading to the degree of a. b. reducing the number of elective studies and requiring 3 full years in the classical languages, while a new course of 4 years leading to the degree of l. b. was established. The estimated value of school property was $2,000,000. Private and parochial schools occupied 25 school-houses, with 285 rooms, and had an enrolment of 14,195 in church schools and 1,640 in private; in both, 15,835. — (City report and return.) Cleveland had 42 school-houses, 361 rooms, with 20,416 sittings; classed its 41 schools as normal, high, grammar, and primary, with a 3 years’ course for each. There was an increase of 1,521 for the year in enrolment and more than twice that increase over 1870. The growth of the high and first grade grammar schools was still more remark¬ able. The per cent, of average daily attendance on average monthly enrolment was in the primary grades 94, in the high 95. There was an increase of 38 teachers, while 5 special teachers gave instruction in music, drawing, penmanship, German, and book¬ keeping or were employed in unclassified schools. School property was valued at $1,800,000. There was an enrolment in private and parochial schools of 11,056, an in¬ crease of 521 over the previous year. — (State report and return.) Columbus reported 1 high school, a Saturday normal, 45 grammar and 75 primary schools, 26 school buildings, 161 rooms, 7,288 sittings ; an increase of 1 house, 251 sit¬ tings, also of 6 teachers and 363 in enrolment over previous year. The per cent, of average daily attendance on monthly enrolment was 93 in primary grades, 94 in gram¬ mar, and 95 in high. School property was valued at $707,584. Notwithstanding the prevalence .of infectious diseases, there was gain in punctuality and discipline, 5,095 pupils not being tardy during the year and only 17 suspended. The Saturday normal school enrolled 110, a gain of 31 over last year. There were 20,317 visits made by friends and patrons and 3,624 by the superintendent to the different schools; their condition was eminently satisfactory. The high school maintained its excellent character under a new organization, enrolling 559 and graduating 72. The study of German was more than ever popular, while good progress was made in music and drawing. The school library had 5,324 volumes, 614 of which were German, and added 513. Estimated enrolment in private and parochial schools, 1,927. — (City re¬ port and return.) Dayton had 1 high school, 1 normal, 1 intermediate, and 10 district schools; 13 school-houses, 118 rooms, 6,149 sittings; an increase of 2 in teachers and of 428 in enrolment ; a per cent, of average daily attendance on average monthly enrolment of 95, and on enumeration of 84 per cent., leaving only 16 per cent, of children of’ school age in no school. In 6 night schools there was an-average attendance of 223. The exhibitions of free hand drawing introduced into these schools were witnessed by a large number of citizens and highly commended, showing striking improvement over last year. A recently revised course of study, in which elementary algebra was substituted lor arithmetic in the intermediate schools, worked well. The normal school began the year with 14 pupils and graduated 8, the work done comparing well with any previous year. The progress in music under a special teacher was satisfac¬ tory. Intelligent cultivation of the memory received careful attention, while in pen¬ manship there was a steady improvement. School property was valued at $346,700. There was an enrolment of 235 in private and 1,466 in church schools. — (City report and return. ) Fremont had $60,000 in public school property, $10,000 more than previous year; had 7 school-houses, 14 rooms for study and recitation, with 1,100 sittings; a per cent, of average daily attendance on monthly enrolment of 84 in primary grades and 87 in high, with an enrolment same as year before, and a gain of 1 teacher. Special in¬ struction was given in music and German, 150 studying the latter. There were 400 enrolled in private and parochial schools. — (State report and city return.) Hamilton closed the year of its public schools with a general improvement in studies and discipline ; classed them as high, intermediate, primary, and colored ; had 5 school- houses and 31 rooms. There was a decrease of 3 in teachers from previous year ; an increase of 113 in enrolment; a per cent, of average attendance on average monthly enrolment of 95, and school property valued at $125,000. The chief work ol the schools 250 REPORT OF THE COMMISSIONER OF EDUCATION. ■was in the elementary grades, including special instruction in music and drawing. In the high school, with an enrolment of 82, the work was exceptionally good, 9 gradu¬ ating with honor, only 1 of whom was a boy. Since its organization in 1866 it has graduated 100, mostly girls, as few boys finish the course. Tardiness was reduced. Estimated enrolment in private and church schools, 100. — (City report.) Ironton classed its schools as primary, grammar, and high ; had 9 school buildings, 27 rooms (exclusive of those used only for recitation), with 1,600 sittings, and school property (includiug buildings, grounds, furniture and apparatus) at estimated value of $39,200. There was an increase of 318 in enrolment, a per cent, of average daily attendance on monthly enrolment of 90 in the primary grades and 98 in the high. Schools were in session 185 days. Special instruction was given in German. Private and church schools were taught in 2 houses, with an enrolment of 300. — (State report and return.) Lima, in making its first appearance on our records, reported 2 school buildings, with 22 rooms (exclusive of those used only for recitation), and school property, including grounds, buildings, furniture, and apparatus, valued at $75,000. Schools were in ses¬ sion 190 days, with an average monthly enrolment of 1,019 in the primary grades and 104 in the high. — (State report.) Mansfield rated its whole school property at $140,000 ; had in 6 school buildings 38 rooms, with seats for 2,148 pupils ; classed its schools as primary, secondary, grammar, and high, and gave 8 years to the studies of the first three; to those of the last, 1 to 3 years. Other things being equal, those were held to be the choice teachers that could maintaiu the best discipline with the use of the mildest measures and gentlest influ¬ ences. For music, drawing, and penmanship, there were special teachers. Three schools other than public had sittings for 350 pupils and an enrolment of 220. — (Re¬ turn and manual.) Marietta, rating its school property at $44,300, had in 7 buildings 24 school rooms (2 of them for recitation only) and sittings for 1,360 children, or enough for 239 more than the average attendance in 1879-’S0. A special teacher of German was employed. Only 1 private school was reported, having seats for 40, an enrolment of 30, and an average attendance of 21. — (Return.) Portsmouth, with 6 buildings for primary and grammar schools and 1 for high, had 40 rooms for school and but 1 for recitation only, all containing 1,970 sittings and valued (with grounds, furniture, and apparatus) at $180,000. Three schools other than public had 4 rooms, 250 sittings, an enrolment of 200, and an average attendance of 165. In the public schools — which were classed as primary, grammar, and high — German was taught by a special teacher; drawing (through all the grades except the high) from tablets and blackboard copies, apparently by the ordinary teachers. The school course covered 4 years in primary, 4 in grammar, and 4 in high school stud¬ ies. Promotions from grade to grade were made on a general average of 70 for a year in three leading studies, none to go up, however, whose general average in any study was less than 60. — (Return and manual.) Sandusky estimated its public school property at $204,000, including in this estimate 10 buildings with their grounds, furniture, and apparatus. These buildings had 51 rooms, of which 10 were used for recitation only, and afforded sittings for2,750 scholars, 2,000 of them for primary grades, 600 for grammar, and 150 for high. In private and church schools there were sittings for 750 more, making a total of 3,500 seats, about enough for the whole enrolment and rather more than enough for the whole average attendance, but still not providing for the whole school population. In the public schools, music and German were under the charge of special teachers. — (Return.) Springfield erected 1 school building at a cost of $16,000 during 1879-J80, repaired and enlarged another, and purchased a third at a further cost of $9,422, and reported at the close of the school year 9 in all, with 2,951 sittings, 56 rooms for study and recita¬ tion, and 4 for recitation only, estimating all at $127,819. The enrolment, increased by 282 over that of the preceding year, somewhat exceeded this seating capacity of the schools, and reached 51.6 on the enumeration of school youth. The per cent, of average attendance on monthly enrolment reached 91.6. The general work in the schools is said to have been good, but “in a few, positively bad.” Tardiness on the part of some was more frequent than in 1878-79, and formed a serious hindrance to success, though the per cent, of pupils neither absent nor tardy was larger than for 2 years before. German, which is optional, was taught in only 2 of the 9 school build¬ ings, beginning with the third primary grade and continuing throughout the course. Music, drawing, and writing were taught by special teachers. — (Report.) Steubenville repaired and improved 2 of its 6 school-houses, in all which were 34 rooms and which were valued at $125,900. It classed its schools as primary, grammar, and high, giving 4 years to each of the 2 former and 3 to the high, making an 11 years’ course for all. The per cent, of daily attendance on the number of pupils registered was 74; on monthly enrolment, 91; but there were 1,199 cases of tardiness in this attendance. — (City and State reports.) Tijfin in 5 school buildings had 16 rooms for primary, 7 for grammar, and 2 for high OHIO. 251 school grades, valued the buildings at $30,000, and assigned to the grades a course of 12 years. One of these years was, for the first time, given to a junior high school, meant for pupils that haVe been wont to drop away at the conclusion of the grammar course instead of taking a 4 years’ high school course, and also for such as have some¬ times been admitted to the full high school course without due preparation. The change met a real need: in the junior high school course and in the advanced course of 3 years instead of 4 beyond it there were 102 pupils, against a previous maximum of 70. Another change was the gradation of all pupils as to scholarship on the record of daily recitations as well as on their examination papers at the end of each 10 weeks — the intent of this being to encourage continuous carefulness in study rather than mere fitful effort. The first result was the relegation of about 30 crammers to lower grades, some others being put on probation ; the next was the stimulation of the better class of those deposed to such extra studiousness as brought them up again, while for all the way was made clear to a more healthful and sure advance by well regulated study. — (Return and report.) Toledo , reporting to the State superintendent 25 school-houses, with 111 rooms for school, exclusive of rooms used for recitation only, valued its school property at $570,000. It built 1 school-house within the year at a cost of $8,000 ; had in its high school 208 pupils, in lower grades 7,408. Per cent, of average daily attendance on monthly enrolment, 95 for high school, 91 for lower grades. — (State report.) Youngstown had 7 school-houses, with 38 rooms, exclusive of those used for recitation only, and valued all at $190,000. The superintendent received as much as the super¬ intendent in Toledo, which is three times as large. One result of such well paid superintendence, with the cheerful and hearty work it secured, was an advance of the average daily attendance in all grades below the high to 95 per cent, of the average monthly enrolment. — (State report.) Zanesville, with 19 school-houses, seems to have purchased in the year a site for another one, and valued all at $171,000. In the grades below its high school were 2,971 pupils ; in the high school, 173. Per cent, of average daily attendance on aver¬ age monthly enrolment, 86; in the high school, 91. — (State report.) TRAINING OF TEACHERS. PUBLIC NORMAL SCHOOLS. No public provision is made for the training of teachers except by the cities of Cin¬ cinnati, Cleveland, and Dayton, which have normal departments in connection with the public school system. That in Cincinnati, established in 1868, reports 80 students in 1880, all but 1 of them women ; there was a course of 1 year for graduates of high schools and of 2 for others. In the Cleveland department 72 women attended the course, which was of 2 years. Dayton reports 14 women attending its course of 1 year. The school system of Columbus provides a Saturday normal class, which was attended in 1879-’80 by 110. The State commissioner, remarking on the importance of provision by the State for normal training, suggests that the private normals now in operation be recognized by the State, brought up to a prescribed standard, and placed under a State board of managers, the diplomas of which should be valid as State certificates. The diplomas of city normal schools are valid only in the cities in which they are given. PRIVATE NORMAL SCHOOLS. Seven normal schools reported to the State superintendent in 1879-’80, having 60 regular instructors and 2,902 students, of whom 2,057 were men and 845 women. Five of the 7 reported 170 graduates for the year. Of the 9 private normal schools and departments reporting to this Office for the same year, 8 gave the number of stu¬ dents in strictly normal studies as 2,379, the 6 which reported the sex of pupils hav¬ ing 793 men and 376 women. All but 3 of these schools have been opened during the past decade and a majority of them during the latter half of it. The Northwestern Ohio Normal School, Ada, besides a normal course of 2 years, provided literary, fine arts, and musical departments ; Ashland College Normal School, Ashland, had a course of 4 years, embracing all the higher English branches; Geneva Normal School, Geneva, 2 normal courses of 3 and 4 years; the National Nor¬ mal, Lebanon, besides its teachers’ department and an annual summer institute of 8 weeks, had preparatory, collegiate, business, musical, art, and engineering courses; Mansfield Normal College, Mansfield, besides 2 normal courses, an elementary and an advanced, gave instruction in preparatory, business, musical, and scientific studies; Western Reserve Normal School, Milan, and Millersburg Normal School, Millersburg, had 3 years’ courses; the Ohio Central Normal School, Worthington, had normal courses of 1, 2, and 3 years and an annual 6 weeks’ normal institute, as well as a Kinder¬ garten training school, presided over by Mrs. A. B. Ogden ; and the Ohio Free Normal School, Yellow Springs, a department of Antioch College, provides a 2 years’ course 252 REPORT OF THE COMMISSIONER OF EDUCATION. of study and gives free tuition to such as pledge themselves to teach for at least a year after leaving school. Besides those already mentioned, normal departments or teachers’ courses exist in connection with Buchtel, Hiram, Mt. Union, Franklin, Muskingum, Rio Grande, Scio, and Geneva Colleges, also the Ohio University, the Ohio Wesleyan, the Univer¬ sity of Cincinnati, and Baldwin and Wilberforce Universities. For statistics of normal schools reporting, see Table III of the appendix, and a summary of it in the report of the Commissioner preceding. teachers’ institutes. The law permits the organization of a teachers’ institute in any county, when not less than 30 practical teachers therein declare their intention to attend ; but the State commissioner may hold an institute without such declaration in any county which has not had one for 2 years. Examination fees paid by teachers go to make up a fund for the support of institutes. Teachers of county schools are allowed to dismiss their schools for the purpose of attending institutes; city school teachers have this privilege only by permission of their boards of education. Associations of teachers of several adjacent counties are also authorized for the specific purpose of providing for the professional instruction of the teachers of the graded schools in such counties. During 1879-;80 there were 87 county institutes held in 86 counties, having 10,972 members in attendance, taught by 423 instructors, who received $14,969, the average cost for each session being $172. The State commissioner thinks these institutes are useful in a high degree, but that it is possible for the good they do to be much in¬ creased, in some cases by securing more experienced instructors, in others, by a better attendance of the teachers in the county. EDUCATIONAL JOURNALS. These aids to the improvement of the teaching force of the State were in the earlier months of 1880 the same as in 1879, viz: the Ohio Educational Monthly, Salem, organ of the State Teachers’ Association from 1860 ; Teachers’ Guide, Mallet Creek, begun January, 1874 ; Educational Notes and Queries, Salem, begun January, 1875, and the Library and School, Columbus, begun February, 1879. All these were monthlies, and all went on into 1881, except the last, which seems to have expired at the close of its first volume, March, 1880. One weekly, the Mutes’ Chronicle, published at the State institution for deaf-mutes, Columbus, although not designed for teachers, contained considerable educational in¬ formation useful to the class for whose benefit it is published. It was in its twelfth volume in 1880. The National Normal, a monthly, published at Cincinnati from 1868, was at the close of its tenth number, October, 1874, absorbed by the Ohio Educational Monthly, and so, at the close of its fifth volume, December, 1875, was the National Teacher, which, though substantially the same with the Monthly, had been published under this other title from January, 1871. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. Public high schools were taught during 1879-80 in 567 rooms, 37 more than were used the previous year, having 698 teachers (489 men and 209 women), a decrease for the year of 8. There were 30,111 pupils enrolled and 21,028 in average daily attend¬ ance, an increa.se for the year of 425 enrolled and 654 in average attendance. The number studying Latin was 7,140; Greek, 448; and French, 418: an increase of 1,023 in Latin, of 95 in Greek, and of 73 in French. OTHER SECONDARY SCHOOLS. For statistics of private academic schools, preparatory schools, or preparatory depart¬ ments of colleges, see Tables VI, VII, and IX, and for business colleges, Table IV of the appendix. For summaries of such statistics, see corresponding tables in the report of the Commissioner preceding. SUPERIOR INSTRUCTION. COLLEGES FOR YOUNG MEN OR FOR BOTH SEXES. The Ohio State University , organized in 1873, makes provision for 7 courses leading to degrees, besides a number of special or partial courses. Three of the 7 are general, extend over the 4 collegiate years, and lead to the degrees of b. a., pit. b., and b. s. The remaining 4, being scientific courses, will be described under the appropriate head. An unprecedented increase is reported in the number of students entering in 1879-80, and they were better prepared than in any former year. Graduates of high OHIO. 253 schools in the State that have efficient courses are from 1880 to he admitted to the freshman class without examination. The large increase in the number of students is ascribed to the impulse given to industrial education ; and, as a further advance in this direction, the art department, under a thoroughly trained instructor, is to include designing, modelling, and engraving, with a view to preparation for all mechanical industries. The School of Design of the University of Cincinnati, after 1880, is to have a thoroughly graded course in the various departments of art, the intention being that graduates shall be well qualified to pursue as a profession the branch of art they have chosen. Of the 36 or more colleges and universities in this State 31 send reports for the year 1879-80, of which all but 6 are open to both sexes alike. Their courses of instruction remained nearly the same as reported in 1878-’79. All but 1 had preparatory depart¬ ments; all had classical courses of 4 years; and all but 5 general scientific courses, which in only two cases were less than four years in extent ; 2 added courses in civil engineering; 9 had commercial or business courses; 15 normal or teachers’ courses, either in collegiate or preparatory departments; 11 gave more or less theological or biblical instruction, and 2 had schools of medicine. Six offered electives in collegiate study, usually in the junior and senior years. Nearly all gave instruction in music, drawing, and painting, 2 having conservatories of music and 2 schools of design. For statistics of the colleges reporting, see Table IX of the appendix, and a sum¬ mary of it in the report of the Commissioner preceding. INSTITUTIONS FOR THE SUPERIOR INSTRUCTION OF WOMEN. Besides the equal opportunities afforded young women in 28 of the colleges and uni¬ versities above mentioned, there are a number of institutions exclusively for them, of which 5 confer collegiate degrees. For statistics, see Table VIII of the appendix, and a summary of it in the report of the Commissioner preceding. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. The Ohio Stale University, Columbus, in 1879-’80, presented 4 distinct courses of sci¬ entific study, viz: In agriculture and related branches, and in civil, mechanical, and mining engineering. That in agriculture extended over the 4 collegiate years; the others covered only 3, but led to the degree of engineer. Within the year facilities for instruction were increased by the completion and equipment of an excellent me¬ chanical laboratory and the enlargement of the scope of the art department so as to in¬ clude such forms of industrial drawing, modelliug, &c., as would make skilful artisans. In the mathematical department preparation was made for more effective work by ordering a superior equatorial telescope. Measures were also undertaken to increase the efficiency of the instruction in agriculture, and the second of a series of free lect¬ ures on this subject for the benefit of the farmers of the State was delivered in a 3 weeks’ course, begun January 13, that embraced many practical topics. Military drill, which had been made optional in 1878, was again made compulsory for the freshman and sophomore years. — (Report for 1880 and Ohio Educational Monthly, February, 1880.) General courses in science, most of them 4 years in length, are offered by 29 of the colleges reporting. The University of Cincinnati presents also a course in civil en¬ gineering. — (Year books.) The facilities for scientific culture in this State are likely to be much increased by the establishment at Cleveland of the Case School of Applied Sciences , in accordance with the wish of Mr. Leonard Case of that city, who, though he died intestate, had made arrangements with his agent to devote to this purpose property worth $1, 500, 000. Mathematics, mechanics, engineering, mining, chemistry, &c., all with a view to their practical and useful applications, are to be taught in the new school. To give fuller completeness to the plan and to establish a fair basis for a university, the Western Reserve College, an institution of high character and standard, is to be removed to Cleveland and form the literary college of the Case School, taking the title of Adel- bert College, in memory of a deceased son of Mr. Amasa Stone, of Cleveland, who gives $500,000 to enable it to remove and establish itself handsomely in its new quarters. For statistics of the State University and of the scientific departments of colleges, see Tables IX and X of the appendix; "for summaries of these statistics, corresponding tables in the report of the Commissioner preceding. PROFESSIONAL. Theological courses or some provision for biblical teaching appear in connection with 12 of the colleges and universities reporting, besides a number of institutions especially for theological instruction. Of the last, reports for 1879- 80 are received from 7, 2 of them being Roman Catholic schools, 2 Brethren, and 1 each Reformed, Lutheran, and Presbyterian. The courses of study in most of them were at least 3 years in extent, 254 REPORT OF THE COMMISSIONER OF EDUCATION. only 1 (Heidelberg Theological Seminary, Tiffin) reporting a shorter one of 2| years. The 2 Roman Catholic schools report courses of 5 and 10 years, respectively, but this is due to the fact that they include much besides purely professional study. An exam¬ ination for admission is required in 4 of these schools of all ajjplicants who are not college graduates; 1 reports having no such provision, and 2 are silent on this point. One, the Union Presbyterian Theological Seminary, Xenia, made provision for graduate study and had 1 student in such a course. For statistics of theological schools reporting, see Table XI of the appendix, and a summary of it in the report of the Commissioner preceding. Legal instruction is given in the law school of Cincinnati College, where there is a course of 2 terms of 7 months each for the degree of b. l. No preliminary examina¬ tion is required for admission. A graduate course is to be opened when a large enough class desiring such instruction can be formed. — (Catalogue and return.) A law department is reported in connection with Wilberforce University, Xenia (for colored students), but there were no students in it in 1879-’80. For statistics of the law school of the Cincinnati College, see Table XII of the ap¬ pendix. Ten medical schools report for 1879-’80, 5 of them in Cincinnati, 3 in Cleveland, and 2 in Columbus, 7 of them being “regular,” 1 eclectic, and 2 homoeopathic. Four of the 7 regular schools are in Cincinnati, 2 in Cleveland, and 1 in Columbus. All have the old 3 years’ course of medical study, including 2 courses of lectures, but in all save 1 the lecture terms embrace more than the minimum of 20 weeks required by the American Medical Association, while 1 (the medical department of Wooster University, Cleveland) has a course of 36 weeks. Four offer graded courses, and 1 (the Starling Medical College, Columbus) will require such a course of all candidates for the medical degree after 1882-’83. Only 1 (the Cleveland Medical College) insists on an examination for admission; but in 2 (the medical department of Wooster Uni¬ versity and Columbus Medical College) students before graduation must pass an examination by a board of censors outside the faculty. The Eclectic Institute at Cincinnati supplement^ its regular lecture session of 20 weeks by another in the same year of equal length; it also presents an optional graded course of 3 years. Women are admitted. The homoeopathic medical schools are the Pulte Medical College, Cincinnati, and the Homoeopathic Hospital College, Cleveland. In the former, which admits both sexes, the lecture term comprises only 20 weeks; the latter has 22 weeks in its term, requires an examination in English studies for admission, and offers an optional graded course of 3 years, which is “urgently recommended,” and which, it is said, is pursued by “ quite a proportion” of the students. The College of Pharmacy , Cincinnati, requires for graduation the usual 4 years of practice with a qualified pharmacist and attendance during this time on 2 lecture terms of 24 weeks each. Laboratory practice is optional. SPECIAL INSTRUCTION. EDUCATION OF THE DEAF AND DUMB AND THE BLIND. The Ohio Institution for the Education of the Deaf and Dumb, Columbus, founded in 1827, has given instruction to 1,820 pupils since that date. In 1880 a total of 420 pupils, in charge of 25 instructors, 6 of them semimutes, is reported. As the institution is only arranged for 350 children, there was great overcrowding, and, with 60 applica¬ tions on file, more room was imperatively needed. Articulation is taught, and the course of instruction in common school branches, 10 years in all, extends through 3 departments, primary, grammar, and academic. The shops were reported in a state of healthful activity, bookbinding, shoemaking, and printing going on as usual, while carpentry was added during the year. — (Report and return.) The Cincinnati Day School for Deaf-Mutes , founded in 1875, has instructed 66 pupils since that date in the common school branches. The course occupies 4 years, and the school is under the control of the board of education. It had 48 pupils in 1879-80. (Return and city report.) The Ohio Institution for the Education of the Blind , Columbus, has admitted 1,043 pupils since its foundation in 1837, while the total number of pupils in 1880 was 180. The common and higher English branches, Latin, and music are taught ; there is also Kindergarten instruction. Broom making, cane seating, piano tuning, bead work, knit¬ ting, and sewing are the employments taught and practised. — (Report and return.) EDUCATION OF THE FEEBLE-MINDED. The Ohio Institution for the Education of Idiotic and Imbecile Youth, Columbus, established in 1857, reported 508 inmates in 1879 and 613 in 1880, with 566 in the institution in November, 1880. Such an overcrowding of the institution existed in 1879 that wings had to be added to accommodate those desiring admission, and in 1880 still more room was required. Children 6 to 15 are admitted and instructed in the common school branches and in the more practical matters of everyday life. (Report and return.) OHIO. 255 INDUSTRIAL AND REFORMATORY TRAINING. The Girls’ Industrial Home , Delaware, established in 1869, reports 632 commitments since that date, and 249 inmates in 1880 ; of these, 61 were committed during that year. They are taught the common branches, housework, and dressmaking. The Protestant Industrial Association, of Cincinnati, reported last in 1877 ; the Indus¬ trial School and Home, Cleveland, provided for 132 children in 1879; St. Luke’s Seiving School and the Warren Street Mission Sewing School, both at Marietta, had respectively 38 and 54 girls under charge in 1879, and the Toledo Industrial School , 52 inmates in the same year. — (Returns.) The Cincinnati House of Re fug e was by a law of the last legislature opened to home¬ less children rather than to those charged with misdemeanor or crime, so that now the refuge is a compulsory educational institution. Since the opening, in 1850, there have been 4,355 inmates ; there were 486 in 1880 and 249 at the close of the year. The children are in school 3 hours each day. The majority of the boys work at shoemaking, others at tailoring, printing, baking, carpentry, &c. The girls are taught domestic work and sewing. — (Report for 1880.) The House of Refuge and Correction , Cleveland, dating from 1871, added a home for wayward girls in 1879. In December of that year 106 inmates of both sexes were reported. — (Report for 1879.) The State Reform School for Boys, Lancaster, established in 1856, reports 11 schools, with an average enrolment of 50 to each school. After 4 or 5 hours’ schooling each day, the boys go to the shops, bakery, out on the farm, or to learn telegraphy. Mili¬ tary drill is also reported. In November, 1880, there were 572 boys in this school. — (Report, 1880.) The House of Refuge and Correction, Toledo, established in 1870, averaged 177 inmates for the year 1880, who were committed between the ages of 10 and 16. The ordinary branches, the science of government, farming, gardening, and manufacturing of brushes and stockings are taught. — (Return. ) HOMES AND ASYLUMS FOR ORPHAN OR DEPENDENT CHILDREN. Information was received from 22 such institutions, representing an aggregate of 2,230 inmates, 593 of them in the Ohio Soldiers’ and Sailors’ Orphan Home at Xenia. Included in this number were the Franklin County Children’s Home, Columbus, and the Knox Children’s Home, Troy, which were first opened in 1880. — (Returns.) For statistics of these and any other like institutions reporting, see Table XXII of the appendix, and a summary in the report of the Commissioner preceding. EDUCATION IN ART. Instruction in art in its various forms is given at Cincinnati in the School of De¬ sign of the University of Cincinnati, in connection with the Women’s Art Museum Association, and at the School of Design of the Ohio Mechanics’ Institute ; at Colum¬ bus, in the Columbus Art School; and at Toledo, in the Toledo University of Arts and Trades. According to a newspaper report the School of Design at Cincinnati had 434 pupils, 243 of them women. They were distributed through the various departments as follows : In drawing, 256 men and 95 women; in sculpture, 13 men and 10 women ; in woodwork, 138 women and 17 men. A private wood carving school was also re¬ ported at Cincinnati, which was said to be very successful ; and the Pottery Club, consisting entirely of women, was largely attended. The Columbus Art School re¬ ported 250 members for the year ending June 19, 1880, and the Columbus Normal Art Institute, a summer school especially for the training of teachers, gave instruction in the different branches from the elements upwards. No information is at hand in re¬ gard to the school at Toledo. It is stated that the Art Museum in Cincinnati, to which Mr. Charles W. West offered $150,000 on condition that the citizens raise as much more, is assured of the receipt of his gift, as $163,532 have been so raised. — (Teachers’ Institute, Educational Voice, The Watchman, Educational Weekly, Ohio Educational Monthly, and New-England Journal of Education.) EDUCATION IN MUSIC. The College of Music of Cincinnati reports an academic department and a general music school, the former for pupils desiring to become professionals and for amateurs who enter for graduation, the latter for general or special instruction for students entering for a number of terms. Elocution in all its branches is taught in the col¬ lege, and lectures are given on hygiene of the throat, anatomy of the ear and larynx, the history of music, &c. Every opportunity for thorough and practical instruction in all departments of music seems to be furnished at this college, and this instruction is extended to a training school for the opera and concert stage. — (Circulars.) EDUCATIONAL CONVENTIONS. STATE ASSOCIATION. For the purpose of meeting in close connection with the National Educational As¬ sociation the State Teachers’ Association met at Chautauqua Lake, New York, July 7-9, 1880, the first instance of a State association holding its annual session in a State not 256 REPORT OF THE COMMISSIONER OF EDUCATION. even adjacent to its own. The attendance reached 700 to 800 persons ; the papers were fully up to the average. In the superintendents’ section the opening address on in¬ dustrial education was delivered by Superintendent C. W. Bennett, of Piqua, acting president. He spoke of the need of industrial training, not in the public schools, hut in special technical schools established for the purpose. Many of the industries might be made a part of home training, yet certain elementary principles underlying industrial training should be a part of the child’s school education. The subject was ably discussed by different members. Hon. J. J. Burns took for his theme “ On super¬ vision depends the success of our schools,” and showed that with money to pay for the right kind of teachers there would be less need of supervision, but that until such provision is made one and possibly two superintendents for each county seem to be required. In discussing “The teacher’s tenure of office,” Prof. C. W. Super argued that nothing would conduce more to the elevation of the school than to give teachers gen¬ erally a firmer hold on their positions. In the general associatiou, after the usual preliminaries, the inaugural, &c., a lengthy paper on “Culture and character” was read by Prof. Judson Smith, of Oberlin. This was followed by “The place aud time for elementary science in our schools,” in which Prof. John Mickleborough advocated a course of lessons in elementary science for the common schools from the lower grades upwards, and urged teachers to aid children to use their senses, to state their observations in well chosen language; in short, to teach children to think. The work of normal schools and institutes was then discussed. The last day’s sessions were occupied by discussions on “Literature for school youth” and “The Quincy method not new.” Dr. John B. Peaslee objected to so much arithmetic in the public schools, and urged the need of more study of English literature and composition. Dr. Peaslee and E. S. Cox, of West Virginia, held that children should not alone be taught to read, but should be guided as to what they read. Resolutions were passed regarding the establishment of a thorough system of professional instruction and training for teachers of Ohio ; that a committee be appointed to present a plan for institute and normal work which may obtain recognition from local associations, boards of education, and the general assembly ; that the legislature add to the studies required for a common school certificate for 24 months United States history and physies or elements of natural philosophy, and for a 36 months’ certificate, these two branches, together with physi¬ ology ; also, that the general assembly authorize the respective counties of the State to employ superintendents of schools with definite duties and fixed salaries. The ungraded school section held a meeting; officers for that and the main section were chosen, and the meeting adjourned. — (Ohio Educational Monthly.) OTHER TEACHERS’ ASSOCIATIONS. The several inter-county associations were held as follows : The Central Ohio, at Columbus; the Northwestern, at Sidney; the Tri-State, at Toledo; the Scioto Valley, at Chillicothe; the Eastern, at Zanesville; the Southeastern, at Parkersburg, W. Va. ; the Southwestern, at Hamilton; and the Northeastern, holding bimonthly meet¬ ings, at Cleveland and elsewhere. — (State report.) COLLEGE ASSOCIATION. The twelfth annual session of the association of the colleges of Ohio, held at Marietta December 27-28, 1880, was attended by 22 college presidents and professors, represent¬ ing 13 colleges. The association aims to promote uniformity of requirement in the courses of study leading to the various degrees conferred by the colleges which are members of it, and to raise the standard in those which are now conferring degrees on insufficient grounds. Especial interest was taken in the discussion of papers re¬ lating to courses of study aud degrees. In respect to elective studies the general opinion seemed to be that while they may be introduced to some extent their use should be restricted. — (Journal of Education, January 20, 1881.) OBITUARY RECORD. MRS. ESTHER RAYMOND SHIPHERD. Born atBallston, N. Y., September 10, 1797, and dying at Cleveland, Ohio, December 5, 1879, the good work of Mrs. Shipherd deserves the notice here she failed to receive in the report preceding this. She came to Ohio in 1830 with her husband, Mr. John J. Shipherd, under the auspices of the Congregational Home Missionary Association, to aid in doing missionary and educational work. In 1832, at the suggestion of Mr. P. P. Stewart, another agent of the board then assisting Mr. Shipherd, an effort was entered on by these three to establish a college for the students whom they had in training. The plan for such a college was marked out on the liberal basis which has since been substantially maintained; the title, Oberlin Collegiate Institute, after¬ wards made simply Oberlin College, in honor of the great Alsatian pastor, Oberlin, was chosen. A tract of 6,000 unoccupied acres of land to furnish a site and an endow¬ ment for it was secured the same year from its owner in Connecticut; and during the winter of 1832-’33 a colony was formed at the east by Mr. Shipherd, pledged under OHIO. 257 what was called the “Oberlin covenant,” to form on this land a Christian community in ihe interests of religion and education. The first settler pitched his tent April 19, 1833, and the school that was to form the nucleus of the college opened the next autumn with 44 pupils from 9 clitferent States. The next year advantage was taken of a trouble about antislavery agitation at Lane Seminary, Cincinnati, to secure for the new school two excellent professors and about twenty students, whom the op¬ ponents of such agitation had virtually driven from the seminary, and they, with the Rev. Charles G. Finney, a noted revivalist of New York, went to Oberlin in 1835. Thenceforth its future was assured, and after laboring a few years longer to further its financial interests Mr. and Mrs. Shiplierd turned their steps, with a newly collected colony from Oberlin, towards the wilderness of Michigan to found a second college on essentially the same principles. Hence, following Oberlin, came Olivet; the former the alma mater of nearly 20,000 students and about 2,000 graduates up to 1880; the latter with upwards of 200 students at the date of Mrs. Sliipherd’s death. In all the work of establishing both these institutions she was his active coadjutor, rendering cheerful aid often at the expense of great self-sacrifice. — (From material furnished by Rev. Charles T. Collins, Cleveland, Ohio. ) DR. JAMES DASCOMB, M. D. This thorough and conscientious teacher was born February 21, 1808, at Wilton, N. H., but moved to Oberlin in 1834, and connected himself as professor of chemistry with Oberlin College, then in its infancy. Educated at the common schools, with, perhaps, a term or two at an academy, be received his medical training at Dartmouth College, taking the degree of M. D. in 1833. An intensely earnest man and a thorough investigator in all matters pertaining to the laboratory and to his lectures, he con¬ ducted one class after another through the elements of the sciences for 44 years, while during the winters he lectured in the Ohio Agricultural College, in Hillsdale College, Michigan, and for 10 years held the chair of chemistry and toxicology in Charity Hos¬ pital Medical College, Cleveland. Lack of strength at last compelled him to relin¬ quish this vacation work, and two years ago he closed his labors at Oberlin. He died in April, 1880. — (Cleveland Leader.) PROF. WM. K. KEDZIE. Professor Kedzie, who was the incumbent of the chair of chemistry and physiology at Oberlin at the time of his death, April 14, 1880, was born at Kalamazoo, Mich., July 5, 1851. A graduate of the Michigan State Agricultural College, he became assistant professor of chemistry at that institution when 19 years of age. In 1873 he received a call to the chair of chemistry and physics in the Kansas State Agricultural College, and in 1874 was elected chemist to the State board of agriculture. In 1875 he visited the principal laboratories of the continent and England, and on his return, by means of the ideas obtained in his travels, he made the laboratory of the Agricultural Col¬ lege one of the best equipped and most convenient lor work in the West. From 1878 he was connected with Oberlin College, where, as elsewhere, his brilliant scholarly attainments and his manly traits of character were much admired. As a collector of birds and birds’ eggs, as one of the originators of the Natural History Society of the Michigan Agricultural College, and as a writer on the geology of Kansas and on other scientific subjects, he was well known. — (Kansas City Review of Science and Industry. ) EDWARD D. MANSFIELD, LL. D. This son of the distinguished mathematician and engineer, Col. Jared Mansfield, was born August 17, 1801; entered West Point, where his father was professor, in 1815, and graduated fourth in his class in 1819. Declining an appointment in the Army, he pursued a classical course at Princeton, graduating with honors in 1822; studied law at Litchfield, Conn., and was admitted to the bar in 1825. Removing to Ohio about that time, he juactised law for a while and then became professor of constitu¬ tional law and history in the Cincinnati College in 1836, which position he held only for a short period, when he abandoned legal practice and became editor of the Cin¬ cinnati Chronicle. He filled this position 13 years, and was then for years a member of the staff of various newspapers in different sections of the country. He was com¬ missioner of statistics for Ohio from 1857 to 1867, a member of the French Societd de statistique universelle, author of treatises on American education, Political Grammar, the utility of mathematics, the legal rights of women, &c., and he printed numerous addresses on education, politics, and literature. He died in the latter part of October, 1880. — (Daily Evening Telegraph.) CHIEF STATE SCHOOL OFFICER. Hon. James J. Burks, State commissioner of common schools , Columbus J [Term, January 14, 1878, to January 10, 1881.] Other commissioners in the ten years were Hon. Wm. D. Henkle, 1869-1871; Hon. Thomas W. Harvey, 1871-1875; and Hon. Charles S. Smart, 1875-1878. 17 E ‘Mr. Bums was succeeded in January, 1881, by Hon. D. F. De Wolf. 258 REPORT OP THE COMMISSIONER OF EDUCATION. / SUMMARY OF EDUCATIONAL STATISTICS 1870-71. 1871-72. 1872-73. 1 1873-74. POPULATION AND ATTENDANCE. Youth, of school age a _ _ _ _ ... . 34, 055 21, 000 36, 512 38,670 40, 808 20, 680 15, 166 2, 926 17, 202 680 Enrolled in public schools. _ _ _ _ _ Average daily attendance _ _ _ _ 15, 000 15, 329 912 Attending private or church schools . Number presumably not in school ....... SCHOOL DISTRICTS AND SCHOOLS. Organi zerl districts _ _ 636 659 642 Districts reporting . . . . . . . Number of graded schools _ _ _ . _ Average term of public schools in days. .. Number of private schools. _ _ _ _ 90 90 90 90 Value of public school property _ .... $322, 440 $332, 764 TEACHERS AND THEIR PAY. Men teaching. _ _ _ _ _ .... _ _ Women teaching . . . . Whole number of teachers _ _ _ _ _ 580 607 860 Teachers with first grade certificates .... Teachers with second grade certificates.. Average monthly pay of men _ _ $50 00 30 00 $153, 699 70, 098 $400, 000 $50 00 40 00 $47 54 43 70 $230, 611 193, 272 $452, 724 $45 92 34 46 $204, 760 222, 553 $504, 216 Average monthly pay of women . RECEIPTS AND EXPENDITURE. Whole receipts for public schools _ _ Whole expenditure for public schools .... STATE SCHOOL FUND. Amount of available fund _ _ _ ...... a The age for admission to the public schools was apparently 4 to 20 till 1878, then OREGON. 259 OF OREGON— 1870-’71 TO 1879-’80. 1874-75. 1875-76. 1876-77. 1877-78. 1878-79. 44, 587 24, 854 18,005 48, 473 27, 426 15, 565 3, 441 17,606 795 769 50, 379 26, 091 14, 387 4, 341 19, 947 750 53, 462 26, 992 21, 464 3,287 23, 183 904 865 56, 464 32, 718 20, 840 4, 669 19, 077 978 905 755 36 00 98 86* 93.6 88 144 $304,737 $442, 540 $395, 563 $483, 058 $520, 963 496 457 953 619 407 1, 026 720 502 1,222 539 460 999 652 568 1,220 697 523 $45 68 33 64 $49 20 34 73 $47 24 34 87 $45 25 34 33 $43 90 33 80 $86, 673 $269, 822 233, 963 $308, 373 241, 893 $258, 786 275, 107 $351, 673 316. 618 $562, 830 $564, 000 1879-’80. s UJ i $ <^GO © O rH © ©S' ® K I CS cS o © © i'. fH f-! 00 © © tH H 59, 615 37, 533 27, 435 3, 744 18, 338 1, 007 960 45 89.6 142 $567, 863 635 679 1,314 679 635 $44 19 33 38 $339, 080 307, 031 I. 3,151 I. 4,815 I. 6,595 D. 925 D. 739 I. 29 I. 55 I. 9 I. 1.6 D. 2 I. $46, 900 D. $12, 593 D. 9,587 I. 25, 560 1. 16, 533 I. 371 D. .4 I.$185,381 I. 236,933 D. 17 I. 111 I. 94 D. 18 I. 112 I. $0 29 D. 42 6 to 21 ; but school funds were ordered to be distributed ou the basis of youth 4 to 20. 260 REPORT OF THE COMMISSIONER OF EDUCATION. STATE SCHOOL SYSTEM. OFFICERS. The officials having general control of public school interests are a State superin¬ tendent of public instruction, elected by the legislature in 1872 and by the people every 4 years since 1874, and a State board of education, composed of the governor, secretary of state, and superintendent of public instruction since 1872. Local school officers are county superintendents of common schools, elected by the people for 2 years, and district boards of 3 directors, elected by the qualified voters of districts for 3 years7 terms, one going out each year. OTHER FEATURES OF THE SYSTEM. The schools are supported by the interest of an irreducible school fund, a county tax of 3 mills on the dollar on taxable property, and a district tax on real and personal prop¬ erty, when a majority of the legal voters decide to levy one. Women liable to taxa¬ tion may vote on the question of this levy. The income from the school fund is appor¬ tioned to the several counties in proportion to the children 4 to 20 years old therein, but the legal age for attendance has been 6 to 21 since 1878. Districts are not entitled to their proportion of this fund unless they make report to the county superintendent by the first Monday of March in each year nor unless they shall have had a school taught for 60 days in each year. Schools supported by a tax on the district are free to all residents therein 6 to 21 years old. Teachers may not receive pay from the public funds for services unless they have certificates of qualification from their county superintendent or from the State board of education. The latter is authorized to issue life diplomas, State certificates, and other certificates of the same force as those issued by county superintendents. In districts containing 1,000 persons 4 to 20 years old a high school must be taught at least 6 months during the year. GENERAL CONDITION. The statistics show an increase since 1878-79 of 3,151 (or 5-J per cent.) in the school population, of 4,815 (or 15 per cent.) in public school enrolment, and of 6,595 (or 31 per cent.) in the average daily attendance. There was a corresponding reduction in the per capita cost of education in the public schools; based on school population, it was 40 cents less; on the number enrolled, $1.44 less; on average attendance, $3.94 less. The average term of school was more than a day longer; estimated value of liublic school property, $46,900 more, and average monthly pay of men teaching, 29 cents more. The average monthly pay of women decreased by 42 cents, the receipts for public schools by $12,593, the expenditure for them by $9,587, and the number of pupils in private schools by 925. The decrease in receipts is ascribed by the State superintendent mainly to hard times, occasioned by a partial failure of crops. He thinks, too, that a reported decrease of 18 in the number of first grade certificates held by teachers indicates that there was a more rigid examination of applicants rather than that fewer teachers were well qualified. The increase of 55 in districts reporting (only 29 new ones having been organized) shows that 26 old ones that sus¬ tained no schools in 1879, and therefore did not report, had established schools in 1880. Superintendent Powell visited many of the graded schools during the year, and found most of them doing good work, while in some it was excellent. Other evidences noted by him of the efficiency of the public schools were, that teachers were taking more interest in the work and were availing themselves of such means of improve¬ ment as educational journals and books and attendance on teachers7 institutes; also, that county superintendents were giving more attention to the work of supervision. The first essential in further improvement of the schools he considers to be better teachers. While many of them were found to be excellent* a majority were far below the proper standard in qualifications and many lacked experience. To secure better teachers, he suggests the establishment of schools for their professional training and payment of higher wages. — (State report, 1880.) PROGRESS DURING TEN YEARS. Since 1870-771 the population of legal school age has increased by 25,560 and the total number enrolled in public schools by 16,533. The average monthly pay of women is $3.38 greater, the income for public schools $185,381 more, and the expenditure for them $236,933 more. The only item reported which shows material decrease is the average monthly pay of men engaged in teaching, which is $5.81 less than in 1870-771. CHANGES IN SCHOOL LAWS. The following are the principal amendments that have been. made to the school law since 1870: In 1872 it was provided that a State superintendent of public instruction should be elected by the people every 4 years, that office having been previously OREGON. 2G1 filled by the governor; a State hoard of education was established; the county tax increased from 2 mills on the dollar to 3; provision was made for the establishment under certain circumstances of German schools, for an annual State teachers’ associa¬ tion to be held at the capital, and for a teachers’ institute in each judicial district. In 1876 arrangements were made for the instruction of the deaf and dumb and the blind. In 1878 the schools were made free to all residents 6 to 21 years of age; xuo- vision was made for the establishment of high schools in districts with 1,000 or more inhabitants; and women, residents of the district, being 21 years old and owning taxable property, were made eligible to vote in district school meetings. Previous to this the privilege was restricted to resident women who were widows with children to educate and who owned taxable property. An amendment passed in 1880 increased the number on boards of directors in cities of 10,000 inhabitants, and made other reg¬ ulations for city schools, including provision for the union of districts. CITY SCHOOL SYSTEMS. OFFICERS. An amendment to the school law adopted in 1880 increased the number of directors in cities of 10,000 and more inhabitants from 3 to 7, the mayor of the city to be chair¬ man of the board, which is to employ a city superintendent. There is also to be a board of examiners for the examination of teachers, of which the city superintendent is to be a member and the county superintendent ex officio chairman. STATISTICS OF PORTLAND SCHOOLS. In 4 public school buildings 8 schools were taught during 1879-’80, of which 4 were primary, 3 grammar, and 1 high. There were enrolled in public schools 2,513, out of a school population of 4,302, or about 58 per cent., and it is estimated that about 500 attended private or parochial schools. The average number belonging in public schools was 1,859; the average daily attendance, 1,775, or 95.4 per cent. In the high school, taught by 2 men and 3 women, 140 pupils were enrolled (86 boys and 54 girls), the average number belonging being 123 and the average daily attendance 120. The teachers in all the public schools were 41 women and 4 men, including the superin¬ tendent and a teacher of drawing. The total expenditure on public schools during the year was $68,412. There were 57 cases of corporal punishment and 18 of suspension. During the year a school building was erected to replace one destroyed by fire iu May, 1879. The new building cost $18,695, will accommodate 600 pupils, is handsomely finished in Oregon ash, well lighted, and thoroughly ventilated. The completion of this building gives 46 rooms for the public schools, of which all but 2 were at once occupied, and the rapid growth of the city was expected soon to fill these. Four years ago 27 rooms accommodated the whole school-going population, the average daily attendance being 1,186. The rooms in 1880 had increased nearly 59 per cent, and the pupil^nearly 50 per cent. A correspondent notes a steady improvement in the school buildings in respect to methods of heating, lighting, and other points; the side light¬ ing from large windows makes desks and blackboards plainly visible without injuri¬ ously taxing the eyesight. — (Return and report, 1880, with letter from Rev. G. H. Atkinson.) TRAINING OF TEACHERS. NORMAL SCHOOLS. Ashland College and Normal School, Ashland, organized in 1878, has a 3 years’ course of study for normal pupils, and had 48 in attendance in 1879-’80, of whom 22 were men and 26 women. — (Return.) Oregon Normal School, which is a department of Christian College, Monmouth, organ¬ ized m 1879, reported a 4 years’ course of study in that year, but sends no report for 1880. NORMAL COURSES OR DEPARTMENTS. The University of Oregon had in 1879-’80 a 2 years’ normal course in its collegiate department ; Blue Mountain University, La Grande, had a course of normal lectures in its preparatory department; and Willamette University, Salem, gave in its aca¬ demical department a 3 years’ teachers’ course to those not wishing to take a college course but desiring to fit themselves for teaching in the public schools. — (Catalogues. ) teachers’ institutes. In pursuance of the law which makes it the duty of the State superintendent to hold institutes in the judicial districts, 15 were held by him during 1880, with 740 teachers in attendance, against 314 the previous year. The institutes were generally characterized by great earnestness on the part of teachers attending and by a lively interest on the part of the community. Superintendent Powell regards the institute 262 REPORT OF THE COMMISSIONER OF EDUCATION. as an important factor in the educational system of Oregon, since it must, as far as possible, supply the place of a State normal school. The enactment of a law is there¬ fore recommended authorizing county institutes of from 1 to 4 weeks, to he held under the supervision of the State hoard of education or of county superintendents and under the tuition of competent conductors, all the teachers being required to attend under penalty of having their certificates revoked. — (State biennial report, 1879, 1880.) SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. As already stated, the high school became by legal enactment a part of the public school system in 1878. In that year 22 such schools were reported, an increase of 5 on the number given in the previous biennial report. The number taught in 1880 is not given in the report for that year, but there were 45 graded schools, an increase of 9 over the number taught in 1879, with 7,824 pupils attending, against 6,967 in 1879. The establishment of these schools will be greatly facilitated, according to an opin¬ ion expressed by an active educator of the State, by an amendment to the school laws adopted in 1880 providing for the union of school districts in all cities of 10,000 and more inhabitants. The Portland high school, having 140 pupils enrolled, is reported to be gaining in power and value. Special facilities are afforded by the large building recently erected for its use, mentioned elsewhere. OTHER SECONDARY SCHOOLS. For statistics of private secondary schools reporting and preparatory departments of colleges, see Tables VI and IX of the appendix, and summaries of them in the report of the Commissioner preceding. SUPERIOR INSTRUCTION. COLLEGES AND UNIVERSITIES FOR BOTH SEXES. Seven institutions for the superior instruction alike of young men and women re¬ port for 1879-’80. Three of these claim to be non-sectarian in management; 2 of the remaining 4 were under 'the influence of the Methodist Episcopal Church, and one each under that of the Christians and United Brethren. All report preparatory, classical, and scientific courses, the latter extending over the full 4 years’ collegiate term, in all except one institution, the Pacific University. In 'this, as in Philomath College, ladies’ courses of 3 years are arranged for those who prefer them, while Willamette University has established anew department, “the Woman’s College;” this movement, it is said, being a modification but not a surrender of the principle of coeducation. The plan embraces training in social and aesthetic directions, decora¬ tive art and design, and music, in addition to the collegiate studies. A teachers’ course of 3 years is provided in the University Academy. In 3 other colleges more or less provision is made for the training of teachers, either in their preparatory or col¬ legiate departments ; 1 reports a theological course, 1 a commercial, and 1 a college of medicine. The University of Oregon, Eugene City, included in the above summary, was organ¬ ized in 1876, and offers in its collegiate department classical, scientific, and normal courses. Its appropriation from the State for the year 1879-’80 was $2,500 ; income from tuition fees, $4,150. There are 113 free scholarships offered, 1 for each county and 1 for each member of the legislative assembly. In the collegiate department there were 114 students enrolled, of whom 40 were women; and 9 degrees of a. b. and B. s. were conferred in June, 1880, 6 on men and 3 on women. In the prepara¬ tory department, having an attendance of 69, the number of young men and women was about equal. — (Catalogue and returns.) McMinnville College , McMinnville (Baptist), not included in the above summary, reports to the State superintendent 102 pupils in primary and academic studies, but none in collegiate. — (State report.) For statistics of all the colleges reporting, see Table IX of the appendix, and for a summary of them, a corresponding table in the report of the Commissioner preceding. INSTITUTIONS FOR THE SUPERIOR INSTRUCTION OF WOMEN. Women enjoy equal privileges with men in all the collegiate institutions of this State, and only one institution for their exclusive instruction (St. Helen’s Hall, Portland) has been established. For statistics of this seminary, see Table VIII of the appendix, and a summary of it in the report of the Commissioner preceding. OREGON. 263 SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. Besides tlie scientific courses belonging to the curricula of the collegiate institutions already mentioned, the only provision made in the State for scientific study is that afforded by the State Agricultural College, Corvallis, a department of Corvallis Col¬ lege, organized in 1872. The law provides for the free tuition of 60 young men over 16 years of age, who may be admitted into all the departments of Corvallis College. The course of study covers 4 to 6 years, embracing among other branches the general principles of agriculture, mineralogy, geology, and zoology. — (Catalogue and return.) PROFESSIONAL. For theological study no provision appears to be made, except in McMinnville College (Baptist), which presents in its catalogue for 1879. a course of study covering 1 to 5 years, for the benefit of students who wish to prepare for the ministry, but it does not appear whether any are engaged in the course or not. Medical instruction is given in the medical department of Willamette University, Portland, first opened in 1867. The regular course of study required by the American Medical College Association (3 years under a medical practitioner and 2 full lecture courses of at least 20 weeks each) is the one provided here, and the requirements for graduation are such as are insisted on by that association. The annual term of lect¬ ures extends over the minimum 20 weeks. Candidates for admission, unless matric¬ ulates of the university or graduates of a college, academy, or high school, must pass an examination to test their acquaintance with the fundamental branches of an Eng¬ lish education, their general intelligence, and their capacity to profit by professional instruction. Women are admitted to this, as to other departments of the university, on equal terms with men. There were 33 students attending during 1880 and 13 grad¬ uates who received the degree of m. d. — (Catalogue and return.) SPECIAL INSTRUCTION. EDUCATION OF THE DEAF AND DUMB. The Oregon School for Deaf-Mutes, Salem, founded in 1870, is still but partially organized, having no lands, buildings, library, or apparatus. It is under State con¬ trol and received from the State an appropriation of $6,000 for the two years 1879 and 1880. There were 15 pupils under instruction during 1880, and since the beginning of the school 43 have been taught there. The studies comprise the common English branches only, and there is as yet “no settled system of employments. ” — (Return, 1880.) EDUCATION OF THE BLIND. The Oregon Institute for the Blind, Salem, was closed in 1879; no later information concerning it has reached this Office. EDUCATIONAL CONVENTIONS. STATE ASSOCIATION. As has been already mentioned, the law requires that a State teachers’ institute be held by the superintendent at least once in each year, as well as an institute in each judicial district. The State institute or association was held in Salem, August 25, 1880, but no account of its proceedings has reached this Bureau. CHIEF STATE SCHOOL OFFICER. Hon. L. J. Powell, State superintendent of public instruction, Salem. [Term, September 1, 1878, to September 13, 1882.] The first State superintendent, Hon. Sylvester C. Simpson, was chosen for a 2 years’ term by the legislature in 1872, when the offi.ce of superintendent was detached from that of governor. Following superintendents were elected by the people for terms of 4 years. Dr. L. L. Howland, the first in this new line, was so elected in 1874. 264 REPORT OF THE COMMISSIONER OF EDUCATION. SUMMARY OF EDUCATIONAL STATISTICS 1870-71. 1871-72. 1872-73. 1873-74. 1874-75. | ATTENDANCE. Enrolled in public schools a 834, 614 834, 313 834, 020 850, 774 890, 073 Average attendance . 567, 188 536, 221 511,418 543, 026 551, 848 Per cent, of average at- 68 64 61 67 62 tendance on enrolment. Pupils in private and 19, 394 27, 824 22, 408 26, 332 26,507 church schools. b Children in no schools 17, 756 26, 088 31,098 25,741 (estimated). SCHOOLS AND DISTRICTS. Public school districts .... 2,023 2, 029 1 2, 050 I. 2,071 2, 089 Districts with libraries b . 54 60 52 62 Public schools reported .. 15, 700 15, 999 16, 305 16, 641 17, 092 Graded public schools .... 4,634 4, 998 5, 307 11, 206 5, 586 5, 625 Schools with uniform 11, 536 10, 599 12, 154 12, 530 text books. & Schools with Bible read¬ 11, 716 10, 856 11,418 12, 129 12, 690 ing. Schools teaching draw¬ 1,364 1,642 1,860 2, 079 ing.?) Schools teaching music b . . Schools teaching higher 2, 215 1,356 2, 803 1,423 3, 064 1,534 3.215 1,601 branches.?) Separate schools for col¬ 73 70 73 71 ored youth.?) Average time of public 140 141 147 148 151 schools in days. Private ungraded schools b 346 414 258 324 313 Private academies and 161 202 160 193 295 seminaries.?) Value of school property. $16, 889, 624 $18, 689, 624 $21, 750, 209 $22,569, 668 $24, 260, 789 TEACHERS AND THEIR PAT. Male teachers in public 7,720 7,753 7, 944 8,807 8, 585 schools. Female teachers in same.. 10, 301 10, 615 11, 145 11, 240 11,295 Whole npniber of teachers 18, 021 18, 368 19, 089 20, 047 19, 880 Average monthly pay of $41 04 $41 71 $42 69 $42 95 $41 07 men. Average pay of women. .. 32 86 34 60 34 92 35 87 34 09 Teachers in private and 720 1,721 833 948 8121 church schools. SCHOOL FINANCES. Income for public schools . $7, 694, 357 $7, 622, 420 | $8,248,149 $9, 327, 030 8, 737, 930 $8, 798, 816 Expenditure for same 8, 479, 918 8, 233, 073 8, 235, 120 9, 254, 656 Expenditure, including 8, 580, 918 8, 345, 073 8, 345, 836 8, 847,940 9, 363, 927 pay of superintendents. Expenditure, including 9,100,918 8, 859, 003 8, 812, 969 9, 408, 819 9, 950, 761 1 State orphan and State normal schools. a No census of the youth entitled to free schooling is taken in Pennsylvania. PENNSYLVANIA. 265 OF PENNSYLVANIA — 1870-- 71 TO 1879-’80. 1875-76. 1876-77. 1877-78. 1878-79. 1879-’80. Increase or de¬ crease since 1878-79. Increase or de- crease since 1870-71. 902, 345 907, 412 936, 780 603, 825 935, 740 937, 310 I. 1, 570 I. 102, 696 578, 718 .575, 597 587, 672 601, 627 I. 13, 955 I. 34, 439 78 74 64 63 77 I. 14 I. 9 27, 565 26, 240 33, 709 24, 066 27, 552 I. 3, 486 I. 8, 158 34, 197 37, 979 40, 695 36, 414 38, 470 I. 2, 056 2,103 2, 145 2, 187 2, 169 2, 193 I. 24 I. 170 108 69 323 96 166 I. 70 17, 497 17, 783 18, 067 18, 386 18, 655 I. 269 I. 2, 955 5, 957 6,290 6, 432 4,748 4, 967 I. 219 I. 333 12, 867 13, 198 13, 217 12, 768 13, 368 I. 600 I. 1,832 12, 539 12, 927 12, 756 13, 802 13, 277 D. 525 I. 1,561 2, 659 3, 191 3, 302 3,232 4,223 I. 991 3, 605 4, 099 3,760 1,956 4, 225 4, 230 I. 5 1, 889 2, 074 2, 100 2, 158 I. 58 73 68 65 69 68 D. 1 150 149 145 149 147 D. 2 I. 7 345 338 473 700 354 D. 346 I. 8 207 187 187 213 185 D. 28 I. 24 $26, 265, 926 $25, 460,762 $24, 839, 821 $24, 063, 138 $25, 467, 097 I. $1, 403, 959 I. $8, 577, 473 8, 953 9, 096 9, 319 9, 605 9,732 I. 127 I. 2, 012 11,239 11,556 11,572 11,618 11,643 I. 25 I. 1,342 20, 192 20, 652 20, 891 21, 223 21, 375 I. 152 I. 3, 354 $8 68 $39 76 $37 38 $35 58 $33 62 $32 36 D. $1 26 D. 33 60 32 30 31 32 29 69 28 42 D. 1 27 D. 4 44 1,060 929 1,241 947 953 I. 6 I. 233 $9, 526, 547 $9, 022, 669 $8, 180, 000 $8, 210, 084 $8, 046,116 D. $163, 968 I. $351, 759 9, 063, 929 8. 483. 379 8. 583. 379 8, 964, 036 8, 087, 977 7, 635, 787 7, 369, 682 D. 266,105 D. 265,209 D. 1,110,236 9, 163, 929 9, 624, 459 8, 187, 977 8, 710, 725 7, 747, 787 7, 482, 578 D. 1, 098, 340 A b Not including Philadelphia. 266 REPORT OF THE COMMISSIONER OF EDUCATION. STATE SCHOOL SYSTEM. OFFICERS. There is in Pennsylvania no State hoard of education. The schools have been from 1834 under the general charge of an officer called, till 1857, superintendent of public schools ; then, till 1873, superintendent of common schools, and since that year super¬ intendent of public instruction. During the first period the secretary of state acted as superintendent. Since 1857 a separate officer has been appointed by the governor, with consent of senate, at first for a term of 3 years, but made 4 years by the consti¬ tution of 1873. He is allowed to devolve his duties upon one of his clerks, who acts as deputy superintendent when necessary, and for full security a second deputy super¬ intendent has been for some years designated to act in case of need. The schools of each county, except Philadelphia, are under the supervision of a county superintendent chosen every third year since 1854 by a convention of the sub¬ ordinate county school officers, which officers are boards of 3 or 6 directors1 for each school district, elected by the people of the districts for 3 years’ terms, one-third to be changed or reelected annually. The boards of cities and boroughs with more than 7,000 inhabitants since 1871 have been authorized to appoint superintendents for their schools ; before that year only those with more than 10,000 inhabitants could do so ; a still further reduction of the required number is said to be contemplated. City, borough, and county superintendents are all required to be of literary and scientific attainments and of skill and experience in the art of teaching. By the constitution of 1873 women are made eligible to any office of control or management under the school laws of the State. OTHER FEATURES OF THE SYSTEM. There is no permanent State school fund, but the constitution of 1873 directs that an appropriation of not less than $1,000,000 annually shall be made by the legislature for the maintenance of public schools ; and this since 1874 has been regularly made, but not exceeded up to 1881. To meet the excess of the cost of jmblic instruction over the $1,000,000 appropriated, there must be an annual district tax, which, under legal decisions, must be at least 13 mills on $1, and must equal in each county the county’s share of the State appropriation. With the State and district funds united, the schools are to be kept open from 5 to 10 months each school year, and are to be free to all resident youth 0 to 21 years of age.2 Those intending to teach in them must offer evidence of legal qualification before they can be engaged, and while engaged must file monthly, with their directors, reports of pupils attending, books used, and studies pursued. The directors (who prescribe the books and studies) must exercise a gen¬ eral supervision over the schools of their district, and, by one or more of their number, visit each school at least once a month, entering their observations on the books of the board. A system of State normal instruction prepares teachers for the public schools, and a system of district and county institutes continues this instruction in practical directions. Philadelphia and Pittsburgh, as independent city districts, have special normal school and institute systems of their own. Separate schools for colored children have been required to be established whenever such schools could be so placed as to accommodate 20 or more pupils ; such schools to have ordinarily the same term as those for whites, but from July 4, 1881, all distinctions of race or color in the public school system are to end. A school for a remnant of an Indian tribe, maintained by the State at an annual cost of $300, is, however, for special reasons to be continued at least till 1885. Night schools and half-time schools are authorized, as well as schools for deaf-mutes, these last in any school district having 20,000 inhabitants and 8 or more deaf-mute children of proper age for attending school. GENERAL CONDITION. In many important things the schools of the State in 1880 stood in advance of those in 1879. The number open was greater by 209, 219 of this increase being graded; nearly 500 more had teachers trained in normal schools ; 600 more had uniform text books ; 991 more gave instruction in drawing ; 5 more taught vocal music, and 58 more included some higher branches than the elements required by law in all. The schools thus increased in number employed 152 more teachers, or about 1 for every 10 of the 1,570 additional pupils enrolled, while from the increased advantages and the improved quality of the teaching there were 13,955 more in average daily at¬ tendance. This advance was effected in spite of the fact that many districts failed to come up to the standard of the previous year in taxation for their schools, the receipts 1 There are some old districts in which the board is of 2 members only, elected for 3 years ; in certain cities, for 4 years. 2 Youth 13 to 16 may not be employed in factory work without 3 months’ preceding attendance at school within the year. PENNSYLVANIA. 267 falling off $163,968, and the expenditure more than $266,000. As usual, the teachers had to pay the penalty of the reduction in receipts, their pay being cut down, on an average, nearly $1.27 a month. RESUMtS FOR TEN YEARS. The record for the decade covered by the table given, while not as good proportion¬ ally as that for the last year of it, or for 1877-78, is good in the main, showing an increase of 170 organized school districts (largely through growth of cities and fuller settlement of the mountainous sections of the State) ; of 2,955 State schools, 333 of them graded, 1,832 more of them with uniform text books, and 1,561 more opening with Bible reading, while some 3,000 more taught drawing and vocal music, and nearly 1,000 more some higher branches. In the same period the school buildings were so greatly multiplied and their quality so much improved that the estimated value of xrablic school property went up $8,577,473. Then, more than 2,000 graduates of the State and city normal schools, with many besides that had studied in these schools without waiting to graduate, came in to improve the teaching force during the decade, almost the whole of that body, moreover, being brought under substan¬ tial normal training annually or oftener in the county and district institutes. The additional efficiency thus imparted to the teaching must have been very great. The in¬ crease innumber of teachers (3,354)wasfairlyproportionateto the increased* enrolment (102,696), being about 1 teacher to every 30 new pupils on the rolls. The school term was lengthened, on an average, 7 days within the 10 years. Upon the whole, then, the quantity of instruction was increased and extended, its quality considerably im¬ proved, and it was given towards the close in better school-houses, with much ampler means of illustration and attraction. An increase of 34,439 in average attendance dur¬ ing the decade was one visible result of these increased advantages, and probably a higher standard of scholarship in the graduates from every graded school system in the State was also a result from them, although less easily made visible. Yet, with all the increase of enrolment and average attendance reached and with all the im¬ provements in the teaching given, less money was spent on the State schools at the close than at the beginning of these ten years, the expenditure in 1880 being $1,110,236 under that of 1870-71. CHANGES OF SCHOOL LAW. In 1871 changes of text books in a school or district, previously unrestricted, were required to be limited to once in 3 years. In 1872 the limits of the annual public school term were made 5 to 10 months, instead of the former 4 to 10. In 1873, by the new constitution of that year, school districts were forbidden to incur a debt for build¬ ing beyond 7 per cent, of the valuation of taxable property within them, except cities already owing 7 per cent., which might raise this to 10, if so authorized by law, the people in each case to have a free vote on the question. The term of the superin¬ tendent of public instruction was made 4 years, instead of 3, and the State appropria¬ tion for public schools, which had been indeterminate, was required to be at least $1,000,000 annually. In 1874 property owned by any school authorities and in use for school purposes was exempted from taxation; provision was made for a partial biennial change in the school boards of cities with 12 or more wards, and all city school authorities were required to make arrangements for liquidation of bonds and funded debts. In 1875 modifications of the laws respecting the governing bodies of State normal schools were enacted with a view to improving their management. School homes for friendless children, not denominational nor sectarian, were in the same year allowed to become participants of county school funds on specified condi¬ tions, and were then to become instructors for the county of such children 4-16 years of age as should be committed to them. In 1878 the salaries of county sux>erintendents were made $800 to $2,000 a year, with liberty of increase if the electing county school conventions should vote such increase from their school funds. In 1879 an early pro¬ visional election of county superintendents for each new county was directed to be made ; in the same year high buildings used for school and other purposes in their upper stories were ordered to be provided with permanent, safe, external means of escape from such stories in case of fire, on penalty of $300 fine. KINDERGARTEN. Although the State authorities have not adopted Frobel’s methods of instruction for the public schools, these methods have, within the decade, found much favor with the people. From 2 schools in 1873, the number reached 22 in 1878 and 35 in 1880, with fair prospects of continuous increase. For those reporting in the year last men¬ tioned, see Table V of the appendix, and for a summary of their statistics, see a corre¬ sponding table in the report of the Commissioner preceding. 268 REPORT OF THE COMMISSIONER OF EDUCATION. CITY SCHOOL SYSTEMS. OFFICERS. Cities and boroughs with 7,500 or more inhabitants had, with few exceptions, in 1880, as previously, boards of school controllers composed of 1, 2, or 3 directors chosen by the people in each ward or district. The chief exceptions were Philadelphia and Pittsburgh, where were central boards termed “boards of education,” not including the ward boards; in the former case chosen by the judges of two city courts, in the latter by the subboards. In all the boards there is a partial annual change of membership. The ward boards generally choose the teachers; the central or composite ones direct the course of study, select text books, and, except in Danville, Philadelphia, and Wilkes- Barre, appoint superintendents for their schools. — (School laws, 1879, and State report, 1880.) STATISTICS, a Cities and boroughs. Population, census of 1880. Public schools, b Enrolment in public schools. Average daily at¬ tendance. Number of teachers. Expendi¬ ture. Allegheny . . 78, 681 18, 063 19, 716 200 9, 803 8, 278 204 $252, 527 53, 549 32, 481 8, 608 Allentown . . . . 53 3, 429 2, 410 55 Altoona . . . . 46 2, 809 1, 869 2, 172 47 Carbondale _ _ ........... 7,714 14, 996 22 1,087 24 Chester . . 47 2, 475 1, 702 47 4l’ 506 11, 783 10, 080 32, 588 Columbia . . . 8, 312 22 1, 478 1, 056 23 Danville . . . 7, 845 11, 924 27, 730 26 1, 692 1, 048 27 Easton . 44 2, 267 1, 763 51 Erie . 95 4, 244 2, 910 95 70, 777 Harrisburg . . . 30, 762 90 5, 259 3, 661 107 80, 014 Lancaster . . . . 25, 769 65 3, 473 2, 665 65 39, 736 15, 863 Lebanon . . 8, 778 30 1, 466 1,746 1, 122 30 Meadville _ _ _ _ 8, 860 32 1, 366 32 23, 590 12, 732 48, 734 N ewcastle _ ......... _ ... 8, 418 25 1, 587 2, 276 167, 061 1, 175 1, 511 92, 381 29 Norristown . . . . 13, 064 846, 984 156, 381 13, 253 43 43 Philadelphia . 2, 070 463 2, 075 463 1, 641, 540 335, 144 Pittsburgh . . 24, 325 2, 801 16, 297 Pottsville _ _ 47 1, 878 5, 277 48 51, 496 Reading . . . 43, 280 142 6, 474 7, 553 1, 643 142 90, 454 84, 889 Scranton . . 43, 800 80 5, 519 950 160 Shamokin . . 8, 184 21 24 13, 204 32, 268 25, 782 29, 248 34, 409 Shenandoah . . . 10, 148 9, 054 23, 339 31 2, 413 1,492 1, 180 33 Titusville _ _ ...... 28 1, 835 1, 738 34 Wilkes-Barre . 32 1, 242 32 Williamsport . 18, 986 14, 000 61 3, 376 2, 216 61 York . 47 2, 435 1, 762 47 34, 465 a The figures here, except for population, are taken from the State report for 1880. b The schools (which here come in place of youth of school age, not given in Pennsylvania) are be¬ lieved to be in all cases exclusive of evening schools, of which Philadelphia had 220, Pittsburg, appa¬ rently, 32. ADDITIONAL PARTICULARS. Allegheny reported 21 school buildings, 17 of which were brick or stone first class houses, well supplied with suitable furniture and apparatus. There were 185 well classified schools, including 1 for colored children, in all which books were uniform, the Bible read, and music taught, while in 50 drawing was taught, and in 8 the higher branches. Of the 202 teachers employed, 187 were females. The per cent, of average attendance on enrolment was 88 ; on population, 18. School property valuation, $927,855 ; estimated enrolment in private and parochial schools, 3,500. — (State report and city return. ) Allentoivn classed its schools as primary, advanced primary, secondary, grammar, and high; had 8 brick or stone buildings, with 3,200 sittings, on well improved grounds, with suitable furniture and apparatus, holding in them 53 graded and well classified schools, in 8 of which the higher branches were taught. The per cent, of average attendance on enrolment was 90; on population, 24. School property valua¬ tion, $415,000; estimated enrolment in private and parochial schools, 500. — (State report and city return.) Altoona had 8 frame and 6 brick or stone school buildings, 1 built during the year and 5 reported as first class, affording in all 2,675 sittings. In all the schools books were uniform and drawing was taught, and in 43 the Bible was read. The per cent, of average attendance on enrolment was 84; on population, 27. Schools were classed as primary, grammar, and high, and were in session 188 days. School property valu¬ ation, $101,620; estimated enrolment in private and parochial schools, 900. — (State report and city return.) PENNSYLVANIA. 269 Carbondale had 8 frame school buildings, in 4 of which there was suitable furniture, while in the other 4 it was unsatisfactory. In these buildings there were 20 graded rooms or schools and 10 well classified, affording 1,350 sittings. Text books were uniform throughout, while in none of the schools was the Bible read or either music or drawing taught. The percent, of average attendance on enrolment was 84 ; on population, 19. Schools were in session 196 days. School property valuation, $25,000. In private and parochial schools there were enrolled 200, held in 2 rooms with 200 sittings. — (State report and city return.) Chester valued its school property at $100,000; had 8 first class brick or stone school buildings on grounds of sufficient size and suitably improved; 7 were well supplied with furniture and apparatus. In these buildings were held 47 graded and well classified schools; in all, books were uniform, the Bible was read, and drawing and higher branches were taught. The per cent, of average attendance on enrolment was 92. Night schools were held in 6 rooms, while private and parochial schools occu¬ pied 6 houses, with an estimated enrolment of 350. — (State report and city return.) Columbia reported 23 graded schools, taught in 3 first class brick or stone buildings, surrounded by suitably improved grounds, and in all the text books were uniform, the Bible was read, and drawing, music, and higher branches were taught, while 3 houses were supplied with apparatus, 2 with suitable furniture, and 1 with a library. The per cent, of average attendance on enrolment was 93; 200 children attended no school. School property was valued at $26,100. There was an enrolment of 50 in 1 ungraded private school. — (State report and city return.) Danville reported 7 school buildings, with 27 rooms for study, 1 of which had been used for a night school; employed 27 teachers, 23 of whom were females; had a per cent, of average attendance on enrolment of 77 ; had school property valued at $60,000, and private ungraded schools taught in 2 rooms, with an enrolment of 75. — (State report and city return.) Easton reported 7 stone or brick school buildings and 2 frame, all well furnished and 4 ranked as first class. Of these 6 had grounds of sufficient size and 4 grounds suitably improved. There were 45 graded and well classified schools; in all a uniform series of text books and Bible reading; in 14 drawing was taught, and in 2 instruction was given in higher branches. The per cent, of average attendance on enrolment was 87; on population, 20. School property was valued at $L82,380. — (State report.) The school system of Erie had the usual course of graded schools in cities, with German in every grade as an optional study, which, under special teachers, was taken by nearly 60 per cent, of the pupils. The high school, with its 3 courses, fits for the most exacting college. There was also a special school for deaf-mutes, in which the articulation method was used. There were 95 well classified schools in which text books were uniform, in 18 the Bible was read, music and drawing taught, and in 4 the higher branches; the schools occupied 14 first class stone or brick houses and 5 frame ones, all supplied with suitable furniture, and 18 with apparatus. Of the 95 teachers employed, 86 were females, 50 had taught more than five years, and 90 intended to teach as a permanent business. The per cent, of average attendance on enrolment was 93; income, $67,152; value of school property, $293,200; enrolment in private and parochial schools, 1,500. — (State report, letter, and city return.) Harrisburg reported 2 high schools, 9 grammar, 12 intermediate, 22 secondary, and 2 ungraded German schools, 8 of which were for colored pupils, 1 in the grammar, 1 in the intermediate, 2 in the secondary, and 4 in the primary grades. Of the 107 teachers employed, 79 were females, while 65 had taught more than 5 years. Within the last few years large additions to the schoolrooms have been made, and during the last year a new building with rooms for 12 schools was completed, which, with other recent improvements, largely increased the average attendance and the efficiency of school work. There were 90 graded and well classified schools, in all which there was a uniform series of text books, the Bible w*as read, and music was taught, while drawing and the higher branches were taught in 75. There were 17 stone or brick school buildings and 6 frame ones, all well furnished. The per cent, of average at¬ tendance on enrolment was 81; income, $83,065; value of school property, $413,195; enrolment in private and parochial schools, 425. — (State report, letter, and city re¬ turn. ) Lancaster had 65 schools open, an average session of 220 days, with 67 teachers, 58 of them women, paid an average of $35.38 a month, men being paid $72.78. Per cent, of average attendance on enrolment, 86; on population, 17. Income for public schools, $46,213; value of school property, $143,750. — (State report.) Lebanon had 8 brick or stone buildings, with 30 rooms for study, all well supplied with furniture valued at $75,250. There were 30 graded and well classified schools, in which text books were uniform and the Bible was read ; in 10 music was taught and in 2 the higher branches. There were 10 male and 20 female teachers; 12 had taught more than 5 years, while 27 intended to make teaching a permanent business. The per cent, of average attendance on enrolment was 91 ; on population, 22. There 270 REPORT OF THE COMMISSIONER OF EDUCATION. were 3 private ungraded schools, with 6 teachers and 300 pupils. — (State report and city return.) Meadville, in 3 brick or stone school-houses and 1 frame building, had 32 graded and. well classified schools, including 1 for colored children. The higher branches were taught in 4 schools, while in all drawing was taught, the Bible was read, and text books were uniform. Of the 32 teachers, all women, 30 had taught more than 5 years, while all intended to make teaching a permanent business. Per cent, of average at¬ tendance on enrolment, 95; school property valuation, $20,614. There were 6 private ungraded schools, with 6 teachers and 250 pupils. — (State report.) Neiv Castle reported 2 private ungraded schools, with 3 teachers and 60 pupils, an increase of 1 school, 1 teacher, and 25 pupils over the previous year. There were 25 graded aud well classified rooms, 2 used for high school studies, while in all the Bible was read and text books were uniform. There were 4 brick or stone buildings and 1 frame, all well furnished, valued with their sites at $45,000. Per cent, of average at¬ tendance on enrolment, 92; on population, 25. — (State report.) Norristown, by the completion during the year of a first class three story high school building, had fully supplied the wants of the borough for school room, making 6 brick or stone buildings, well supplied with furniture and apparatus, with 2,260 sittings, and affording rooms for 23 graded and well classified schools. In all these there was a uniform series of text books, the Bible was read, and music and drawing were taught. The only change in the course of study from previous year was in giving more atten¬ tion to recitations, declamation, and select readings. Of the 43 teachers employed, 39 were females, 36 had taught more than 5 years, and 35 were teaching as a per¬ manent business. The monthly institutes were doing a good work, increasing in the teachers a professional interest in their work and an ambition to keep pace with the spirit of the age. There was an increase of 73 in enrolment and of 53 in average attendance over the previous year. Monthly reports to parents were doing much to check the evil of truancy. School property was valued at $125,000. Philadelphia reported progress in the grading of its schools, advancing the standard of scholarship for the higher grades and of qualification of teachers and improving its school buildings. Of these last there were 471 — <5 built during the year and 3 nearly completed, at a cost of $122,742 — the entire school property being valued at $6,033,303. These houses afforded rooms for 2,078 day schools, classed as primary, secondary, grammar, boys’ high, and girls’ normal high and training school combined. There were also numerous consolidated schools embodying several grades and having an average attendance of 5,794. Then in 220 night schools for children, taught by 25 male and 195 female teachers at the same average pay of $7.50 a week, the en¬ rolment reached 8,617. In addition to these there was an advanced night school for artisans prosecuting any of the numerous industries of the city, where special in¬ struction was given in arithmetic, geometry, mensuration, penmanship, mechanical drawing, and natural philosophy, with an average attendance during 30 nights of 161. A number of the men were present every evening and others were absent only one or two nights during the session. None under 18 were admitted to this school, and it is said that there are no scholars who better repay their instruction than those who attend it. In the schools at large a new step was taken regarding the industrial art training adopted a3 a part of the revised school course in 1878. It consisted in sub¬ jecting teachers of all grades to the special instruction of an expert from Boston in the elements of drawing, designing, and decoration. This instruction given through¬ out 1879-’80 was to be continued in 1880-81, and thereafter it is proposed that no certificate of competency to teach be given to any one who cannot present evidence of ability to instruct in drawing in the grade or grades for which such certificate is to be allowed. Additional to this effort to improve the drawing, there was instruction in sewing in 39 schools, and the reports of the committees on that subject as to its beneficial results made so favorable an impression as to make the continuance of this teaching probable. The city employed in its day schools 2,075 teachers, of whom 1,998 were women. In enrolment there was a decrease of 1,801, but in average at¬ tendance an increase of 627. The per cent, of average attendance on enrolment was 55, on school population 21, at this point falling 4 per cent, below that of the previous year. The population of the city increases annually at the rate of 25,000, and owing to the want of school accommodations during the year there were 8,000 children of school age in no school or in rented rooms so bad as to be little better than no school. The central boys’ school had so much increased in number and importance that addi¬ tional rooms were needed, while the girls’ normal school called for a new building for the accommodation of its practice classes. This school began in January, 1880, with 975 pupils; in September there were 1,013, and 776 of these remained December 31, while during the year 108 received certificates and 131 were appointed teachers. Un¬ der the revised course of studies extending to all the grades, pupils whose acquire¬ ments were sufficient passed at any time from one grade to another in any of the de¬ partments without being obliged to wait for the slower ones to come up. Colored schools are mentioned in connection with night schools, but in regard to them and pri- PENNSYLVANIA. 271 vate schools no statistics were given. The amount of tax levied for school and build¬ ing purposes was $1,469,808; total income, $1,641,540. — (State and city reports and return. ) Pittsburgh reported 43 brick or stone and 12 frame school buildings, accommodating 468 well classified schools, with uniform series of text books throughout ; in 467 schools the Bible was read and drawing and music were taught, and in 20 instruction was given in the higher grade of studies. Of the 467 teachers employed, 416 were women, at an average monthly salary of $48.50; pay of men, $121. There was an increase of 1,128 in enrolment and of 410 in average attendance; per cent, of average daily at¬ tendance on enrolment, 84 ; on population, 28. The school income was $341,000, being $215,267 less than the previous year ; value of school property, including furniture, $2,000,000. The schools made healthy progress under some changes in methods of teach¬ ing, the main idea being to teach the children to understand principles instead of memorizing facts. Written recitations by the topical method were found to be a valu¬ able aid in teaching spelling, penmanship, composition, and grammar, extending the exercise to letter writing and business forms. Examination by questions and answers was abandoned and the topical method adopted; in addition to these changes, teachers had entered upon the work of teaching not only how but what to read — one of the most important changes made. For the high school the year had been one of extraordinary success, there having been an average monthly enrolment of 484 and an average daily attendance of 445 in the academic, normal, commercial, and industrial departments. The study of literature, under the title of “authors’ day,” recently added to the course in all the" schools, gave promise of the most satisfactory results, each alternate Friday afternoon being devoted to the reading and study of the writings of some standard author designated in a circular from the superintendent. Evening schools were taught 65 nights, with an average attendance of 470, at a cost for salaries of $2,022. Their discontinuance was advised, as they were accomplishing little, while the evening me¬ chanical schools were doing a good work. It was recommended that provision be made for the establishment of 5 of these schools, with a term of 6 months each year. In accordance with law, the teachers’ institute held its annual session in this city under the direction of the city superintendent. The law provides that the funds necessary for its support be drawn from the treasury of the county. — (State report.) Pottsville in 1879-’80 built a two story school-house at a cost of $5,155, with four spacious rooms, each having its own separate entrance and opening on a level with the ground. This gives the city 11 well furnished school buildings, 9 of them of brick or stone and 2 of frame. There were 47 well graded and classified schools, in all of which text books were uniform, the Bible was read, and drawing was taught, while in 10 music was taught, and in 1 the higher branches. Of the 48 teachers 41 were women. A change which relieved the superintendent from teaching in the high school gave great satisfaction, while another experiment was made in doing away with the district institutes for one year. At the end of the year all were convinced that it was a mistake, and they were resumed. School income, $55,414; value of school property, $186,000. In 3 private schools there were 200 pupils. — (State report.) Beading, under a new superintendent, in 1879-80 erected 3 school-houses, divided a number of rooms in each of which heretofore 2 schools had been taught, and aban¬ doned 2 houses as no longer fit for use. The city now has 24 brick or stone school buildings, well supplied with suitable furniture, affording rooms for 142 well graded and classified schools, in all which text books were uniform and the Bible was read ; in 8 drawing and the higher branches were taught. By increasing the number of rooms a reduction in the number of pupils under one teacher was effected, the result of which was gratifying progress in all the grades, especially the primary. In the lowest grades writing on paper took the place of printing on slates. In the high school, mechanical drawing, book-keeping, and study of the United States Constitu¬ tion were introduced. The per cent, of average attendance on the enrolment was in¬ creased from 80 to 87 over previous year. There were 2 private schools and 6 acade¬ mies, with 12 teachers and 542 pupils. — (State report.) Scranton in 1879- 80 built 1 frame and 2 brick school-houses, at a cost of $12,050, making in all 29 structures, 17 brick or stone and 12 frame, affording in all $,000 sittings. These buildings were well supplied with furniture and apx>aratus and gave ample room for 82 well graded and classified schools, all having a uniform series of text books and special instruction in drawing; in 60 the Bible was read, in 4 music was taught, and in 7 instruction was given in the higher branches. There were 15 evening schools, with an enrolment of 1,328 and an average attendance of 939. Under a new grading, the schools were classed as high, preparatory, grammar, inter¬ mediate, and primary. Special instruction was given in elocution in the third gram¬ mar, preparatory, and high schools, and also to the teachers at their semimonthly institutes. Instead of continuing to hold these institutes separately in each of the 4 districts, one district comprising all the teachers was organized, and both institute and school work have been carried on with a harmony and efficiency hitherto un¬ known. In 12 private schools and 3 academies, taught by 30 teachers, there was an estimated enrolment of from 800 to 1,500. Per cent, of average attendance on enrol- 272 REPORT OF THE COMMISSIONER OF EDUCATION. ment, 88; school income, $118,031; value of school property, $300,000. — (State report and city return.) ShamoJcin in 1879-J80 reported general improvement in its public schools beyond any previous year, chiefly due to an improved system of grading and uniformity of text hooks. During the year there was built one brick structure, making in all 5 brick or stone school buildings. In these there were 21 graded and classified schools, with a uniform series of text books, daily Bible reading, and special instruction in drawing and music; in 1 school the higher branches were taught. During parts of the year 1 night school was held, attended by 20 young men who work through the day. The teachers’ institute was well attended by both teachers and citizens. There were 10 male and 14 female teachers employed at an average monthly pay for men of $39; for women, $31.07. There were 2 private ungraded schools taught by 7 women teachers, with from 300 to 350 pupils. School income, $13,230; value of school prop¬ erty, $40,000. — (State report and city return.) Shenandoah reported, for 1879-’80, unusual progress in the presence of great difficul¬ ties. The schools had awakened an interest among all the good citizens. There were 25 well classified schools, with uniform text books throughout, while in 24 instruction was given in drawing and in 1 in the higher branches. There were 5 school-houses with suitable furniture, one of which, a frame two story building, was erected during the year for the high school at a cost, exclusive of ground, of $9,500. In this the high school had reached a creditable position, having graduated and given diplomas to its second class. In enrolment there was an increase of 509 and in aver¬ age attendance of 330 over previous year, while the per cent, of average daily attend¬ ance on enrolment was 84. Much importance was attached to the night schools, as a majority of the boys over 8 years of age were compelled to work during the day. There were’ taught during some parts of the year 4 of these schools, with an enrol¬ ment of 430 boys. School income, $32,279 ; value of school property, $61,500. — (State report and city return.) Titusville estimated its 3 frame and 2 brick or stone school buildings as worth, ex¬ clusive of grounds and furnishings, $80,000. In the 28 well classified schools instruc¬ tion was given in drawing and music and text books were uniform; in 1 the higher branches were taught. There was an increase of 345 in enrolment; per cent, of average attendance on enrolment, 87 ; on population, 21. No private or evening schools reported; school income, $30,006. — (State report.) Wilkes-Barre reported 32 schools in 1879-’80, being a gain of 2, and an increase of 61 in enrolment, while in attendance there was a decrease of 64. Percentage of average attendance on enrolment, 93; on population, 17. The 32 schools were in session 220 days. Of the 32 teachers employed, 25 were women, whose average monthly salary was $46.96; pay of men, $77.35. Estimated value of school property, $59,000; total re¬ ceipts for school purposes, $29,957. — (State report.) Williamsport completed a new three story brick building, the third floor affording the high school a well furnished room with seats for 150 and 3 large recitation rooms, Although for 10 years suffering for want of suitable rooms, this school had neverthe¬ less graduated 71, more than one-third of whom had been employed as teachers in the city schools, while during the last 2 years it had an attendance of 130. With the completion of this building the city had supplied its population with school room, having 12 houses with 3,490 sittings, supplying 61 well classified schools. Value of school property, $140,000, free of debt; per cent, of attendance on enrolment, 89. Six private schools and 1 academy enrolled 690 pupils. — (State report and return.) York records with pride the progress of its school system in the last decade. Ten years ago its school buildings were poor, schools ungraded, no course of study adopted, no high school in existence, and no superintendency established. In 1879-’80, 4 new structures had supplanted 4 old ones, giving to the city 9 brick or stone buildings, with ample and well furnished rooms for its 41 schools, classified as high, 2 grammar grades, secondary, and 3 primary grades. In all these special instruction was given in music and drawing, the Bible was read, and text books were uniform. In all the grades there was an increase of 127 in enrolment ; per cent, of average daily attendance on enrolment, 88 ; on population, 21. With a liberal course of study gradually revised to meet the wants of the schools, the advance of the last two years was unprecedented. Special efforts to prevent truancy had reformed 40 truants and secured the regular at¬ tendance of 86 who had attended less than half the days in any previous year. The usefulness of the semimonthly institutes, which all the teachers are required to attend, was steadily increasing. There was 1 colored school, with 66 pupils ; 3 night schools ; and 5 private schools and 2 academies, with an enrolment of from 200 to 250. School income, $34,486; value of school property, $125,000. — (State report and city return.) TRAINING OF TEACHERS. STATE NORMAL SCHOOLS. The 10 State normal schools reported for 1879-’80 an attendance of 2,900 in normal studies (1,734 of them men) and 262 graduates from the elementary course of study, PENNSYLVANIA. 273 of whom 145 were men. The scientific course had only 1 graduate. State aid was given to 1,978 students, 258 also receiving aid as graduates, of whom 115 were women. This assistance is given students who agree to teach in the common schools, the amount in ordinary cases being 50 cents a week. Students who upon graduating will sign an agreement to teach in the State schools 2 full school years receive $50. Nearly all the graduates, as well as many who do not complete the course of study, enter the schools as teachers. In the 7 schools which report on this point for 1879-80, out of 196 graduates, 186 immediately engaged in teaching. The principal of the West Chester school says the demand for experienced graduates is always greater than the supply and is increasing from year to year as the merits of trained teachers become better known. Uniform courses of study are arranged for all the State schools, the law providing that meetings of the principals shall be held in Harrisburg from time to time to decide on such modifications as may be considered necessary. At the last one, held January 27, 1880, some additions were made in the elementary course to the study of English lit¬ erature and classics, and the outlines of mental philosophy were introduced, the scientific course remaining substantially as arranged at the revision made in 1878. Five of these schools have been established since 1870 ; of the remaining 5, the first was recognized by the State in 1859, and the other 4 within the succeeding 10 years. Since their organization 43,156 pupils have attended the 10 schools and 2,026 have been graduated from them (1,125 men and 901 women), of whom 1,952 pursued the elementary course, 71 the scientific, and 3 the classical. OTHER NORMAL TRAINING. The Philadelphia Normal School for Girls, organized in 1848, had 1,015 pupils in 1879-’80 and graduated 201, of whom 135 engaged in teaching. The course of study covers 4 years. Its students are the cream of the city schools, who here enjoy large advantages for thorough and effective training. Three county normal schools or institutes, 2 in Lycoming County and 1 in Snyder, report 142 students attending. A letter from Deputy State Superintendent Houck says there are probably 15 or 20 of these county schools in the State, but that they are not required to report to the school department ; that in nearly all cases they are made up of young teachers or those preparing to teach, numbering from 20 to 75 ; are conducted by the county superintendent, and remain in session from 4 weeks to 2 months. The State superintendent has decided that county superintendents can have no pecuniary interest in these classes, and in some counties school directors have de¬ manded that they shall have nothing to do with them, it having been charged that in some cases superintendents were partial to their own students in the examina¬ tions. Three private normal schools reporting are Pine Grove Normal Academy, Pine Grove ; Sheakleyville Normal Academy, Sheakleyville ; and the Institute for Colored Youth, Philadelphia, with a total attendance of 400 pupils, 230 men and 170 women. Only one of these was organized during the past decade, the academy at Sheakley¬ ville in 1878, which has no course marked out yet. The institute at Philadelphia has a 5 years’ course ; the academy at Pine Grove, one of 4 years. There are 2 Kindergarten training schools in Philadelphia, one organized in 1878, the other in 1876; the latter reported 15 students for 1879-’80 and 13 graduates from its 1 year’s course. teachers’ institutes. Each county superintendent is required by law to hold an annual institute in his county of at least 5 days’ duration. District institutes, to be held on 2 Saturdays of each month, are authorized, each city being considered a district. These are optional with boards of directors, but when held the 2 days are to be counted in to make the teacher’s month. The cities of Philadelphia, Pittsburgh, and Altoona have special laws on the subject of institutes, and in 12 counties teachers are allowed by special laws the time spent in them without reduction of salary. Besides 60 district institutes held in 14 cities and boroughs, county institutes were held in the 69 counties of the State, with sessions of from 4 to 15 days, the Avhole number of days being 347, an average of about 5 for each institute. There were 16,847 actual members present, of whom 13,398 were employed in the common schools of the counties in which they were held. The average attendance was 12,573 ; lect¬ urers and instructors, 450 ; amount expended, $22,222, of which $10,835 were received from county treasuries, the remainder from members and other sources. EDUCATIONAL JOURNALS. The Pennsylvania School Journal, the recognized organ of the department of edu¬ cation, was in its twenty-eighth volume in 1879-80, giving in its monthly issues a large amount of valuable instruction for the teachers of the State, much general edu¬ cational information, and full reports of the State association, with announcements of official decisions and new laws. The Allegheny Teacher and the Educational Voice, 18 E 274 REPORT OF THE COMMISSIONER OF EDUCATION. monthly organs of the educational authorities of Allegheny City and Pittsburgh, were in their second and fifth volumes; the Teachers’ Advocate1 (Mercer), Teachers’ Jour¬ nal (Wilkes-Barre and Pittston), and The Teacher (Philadelphia), all private enter- 1 prises, were in their first and second volumes, the Teachers’ Journal apparently expiring with number 6 of volume 2. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. The higher branches were taught in 2,158 public schools outside of Philadelphia, an increase since 1878-’79 of 58. Of these 117 were in the schools of cities and boroughs. Extracts from reports of city superintendents found in the State report give favorable accounts of the condition and progress of the high schools of those cities. At Hazleton a higher standard for admission and graduation was adopted during the year ; at Read¬ ing and at Corry a business course was added to the others; in Shenandoah and Will¬ iamsport efficiency was increased by the erection of new buildings; the Altoona high school was becoming a great power in the system; at Easton the number attending the high school was over 8 per cent, of the entire enrolment. The superintendent of Meadville says, in reply to the objection that high schools are for the benefit of the rich rather than the poor, that of 118 families represented in the high school of that city, 72 paid a tax less than $2 each, 15 paid from $2 to $10 each, while only 26 paid more than $10. The president of the Philadelphia school board reports of the 2 schools in that city ranked as high (the boys’ central and the girls’ normal) that they have stimulated and infused vigor into the other departments and thus more than repaid their annual cost. In the boys’ central there was an average attendance during the year of 502 pupils, with 71 graduates ; in the girls’ normal, a total attendance of 1,015. OTHER SECONDARY SCHOOLS. For statistics of business colleges, private academic schools, and preparatory depart¬ ments of colleges, see Tables IY, YI, YII, and IX of the appendix, and summaries of them in the report of the Commissioner preceding. SUPERIOR INSTRUCTION. COLLEGES FOR YOUNG MEN OR FOR BOTH SEXES. Of 28 colleges and universities reporting for 1879-’80, all but 3 had preparatory de¬ partments; all had classical courses of 4 years, though 1 (St. Joseph’s College, Phila¬ delphia) had no students above the preparatory; all but 9 had scientific courses of 3 or 4 years, 4 adding engineering, military science, and other technical branches; 5 re¬ port normal, 7 commercial, 11 theological or biblical, 2 legal, 1 a medical, and 2 graduate courses; 11 gave instruction in music, 9 in painting or drawing, 22 in German, 16 in French, 12 in Hebrew, 6 in Anglo-Saxon, 3 in Spanish, 1 in Italian, and 1 in Bohemian. Women are admitted to 7 of the 28 colleges; 2 provide special courses for them ; 1 (the University at Lewisburg) has an institute for them under the same board, but with ■different teachers ; and in another (the University of Pennsylvania), while women cannot be regular matriculates, they are admitted to certain courses of the Towne Sci¬ entific School and to the department of music. Palatinate, New Castle, and Waynes- burg Colleges send no report for 1879-’80, and are not included in the above summary. Two of the 28 are reported this year for the first time under this head, one, the Pitts¬ burgh Catholic College (organized in 1878), having preparatory, classical, and commer¬ cial courses, and the other, Pennsylvania State College (State College P. O.), which, besides a number of technical courses (including agriculture and civil engineering), presents 2 regular collegiate courses of 4 years in classical studies as well as in the general scientific branches that have been mentioned under the head of scientific in¬ struction for some years. Gifts and bequests amounting to $2,135,800 were announced during 1879-80 to 8 of the colleges reporting, namely, Muhlenberg College ($30,000), Haverford College ($7,500), Lincoln University ($70,000), Allegheny College ($5,000), Mercersburg College ($2,200), Westminster College ($15,000), Lehigh University ($2,000,000), and Swarth- more College ($6,100). The purpose of these gifts was, in most cases, to erect build¬ ings and defray general expenses, but the bequest to Lehigh University from its founder, Hon. Asa Packer, was to go towards endowment and library, and the larger portion of the gift to Lincoln University was for the purpose of founding 2 professor¬ ships. The University of Pennsylvania (successor of the College of Philadelphia, which was established in 1757) now offers 7 different departments of instruction, that, of the arts, organized in the beginning; those of medicine and law, in 1765 and 1789, respectively; the auxiliary faculty of medicine, in 1865 ; the Towne Scientific School, in 1872; the de- 1 This and the two preceding were consolidated as the Educational Review, Pittsburgh, 1881. PENNSYLVANIA. 275 partment of music, in 1877 ; and the dental school, in 1878. The department of arts comprises a course of 4 years, that in the Towne Scientific School has been recently extended from 4 to 5 years, while the age for admission has been lowered from 16 to 15. The number of pupils in regular undergraduate courses was 245, against 160 for 1870-71 ; of these, 127 were in classical and 108 in scientific courses of study, whereas ten years ago the classical students numbered 125 and the scientific only 35. Lafayette College , Easton, organized in 1832, had 464 pupils in 1879-80, against 232 in 1870-71. The greater proportion of this increase (of 100 per cent.) was in pupils studying scientific branches, only 177 of the 464 pupils for 1880 belonging to the classical course. The efficient scientific department of this college was organized in 1866, and was due to a munificent donation from Ario Pardee, esq., of Hazleton, Pa., after whom it was named. Further donations from Mr. Pardee increased the endow¬ ment to $200,000 and provided for the erection of a building, which was completed in 1873 ai a cost of about $300,000. This was burned in June, 1879, but was immediately rebuilt on the same site and of the same dimensions, the new building being ready for use in November, 1880. A general scientific course of 4 years is provided in this department, besides 5 technical courses. The college also offers a classical course of 4 years, couxses for graduate study, and a law department. Lehigh University, South Bethlehem, was organized in 1866, through the generosity of Hon. Asa Packer, of Mauch Chunk, who gave $500,000 and a site of 115 acres. In 1880, by his last will, he bequeathed $1,500,000 more for endowment, besides $500,000 for the library. With the ample endowment the trustees were able, in 1871, to de¬ clare tuition free. The university is open to young men of suitable ability and train¬ ing from any part of the world. No preparatory department is provided, but there are classical and general scientific courses of 4 years, besides courses in mining and metallurgy, civil and mechanical engineering, and several graduate courses. The number of students in 1879-’80 was 75; the number in 1872-73, the earliest date for which statistics are obtainable, was 73. INSTITUTIONS FOR THE SUPERIOR INSTRUCTION OF WOMEN. Seven of the colleges and universities reporting for 1880 admitted women on equal terms with men, and 2 others, which do not now report, 'were open to them when last heard from. There are also a large number of collegiate institutions exclusively for women, about half of which are authorized to confer collegiate degrees. For statis¬ tics of these, see Table VIII of the appendix, and for a summary of their statistics, see the report of the Commissioner preceding. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. The Pennsylvania State College, State College P. O., formerly called the Agricultural College of Pennsylvania, was organized in 1859. Being one of the colleges receiving aid from the congressional land grant of 1862, its leading object is the promotion of the liberal and practical education of the industrial classes. The courses of study are (1) agricultural, (2) classical, (3) scientific, and (4) graduate. The college has a farm of 24 acres, besides 3 experimental farms of about 100 acres each in different sec¬ tions of the State. The whole number of students attending in 1879-80 was 159, of whom 43 were women; the number in collegiate classes was 65, against 59 in 1870. Women have been admitted since June, 1872. Courses in general science are reported by 18 of the other colleges and universities, and are supplemented in the case of 4 by a number of technical courses. The Towne Scientific School of the University of Pennsylvania offers facilities for technical and professional training in chemistry, with its many applications to the industrial arts, metallurgy and assaying, mineralogy and geology, civil, mechanical, and mining engineering, mechanical drawing, architecture, and preparatory medical studies. These undergraduate courses (6 in number) have recently been increased in length from 4 to 5 years. They may be followed by 6 corresponding graduate courses of 2 years. In 1881 a school of finance and political economy is to be added. Pardee Scientific Department of Lafayette College, besides a general course in science, has 3 technical courses, (1) in engineering, civil, topographical, and mechanical, (2) in mining engineering and metallurgy, and (3) in chemistry, besides graduate courses to correspond with them. Lehigh University, South Bethlehem, presents a general scientific course of 4 years and courses of equal length in civil and mechanical engineering, mining and metal¬ lurgy, and chemistry; also, 3 graduate courses of 1 year each for the degrees of civil, mechanical, and mining engineer. The Polytechnic College of Pennsylvania, Philadelphia, makes no report for 1880. Franklin Lnstitute, Philadelphia, an association for the promotion of the mechanic arts, sustains a course of lectures, which are now practically free to the public, and an evening drawing school, with a progressive course of 3 years in mechanical, arclii- 276 REPORT OF THE COMMISSIONER OF EDUCATION. toctural, and topographical drawing, both free hand and instrumental. There were 96 pupils in 1880, an increase for the year of about 33 per cent. A monthly journal of proceedings is published, a magazine of about 80 pages of scientific investigations and information. Spring Garden Institute , Philadelphia, founded in 1850 for the benefit of young men who desired industrial training, supports a free course of lectures, night schools in free hand, mechanical, and architectural drawing, mechanical handwork classes, classes in cookery, a library and free reading room. The number of pupils during 1879-’80 was 358, an increase of 124 over that of the previous year. The average at¬ tendance was 211, against 154 in 1878-79. The Wagner Free Institute of Science, Philadelphia, gives essentially the same instruc¬ tion as the Spring Garden Institute, but no specific report from it for 1880 has reached the Bureau. For detailed statistics of all reporting schools of science, see Table X of the appen¬ dix; for a summary of these statistics, see a corresponding table in the report of -the Commissioner preceding. PROFESSIONAL. Ten theological schools out of 13 in the State send reports for 1879-’80, of which 3 were Roman Catholic, 2 Lutheran, and 1 each Unitarian, Presbyterian, Reformed, Baptist, and Protestant Episcopal. All were organized previous to 1870. The 8 which report attendance had a total of 264 pupils ; 6 report 180 pupils, of whom 135 had received a degree in letters or science, and 49 were graduated in the summer of 1880. All had courses of 3 years, except the Theological Seminary of Villanova, Villa- nova, and that of St. Charles Borromeo, Overbrook (both Roman Catholic), which report 7 and 9 years, respectively, that include preparatory training. A preliminary examination for admission is required of those who are not graduates of a college or academy by the Western Theological Seminary, Allegheny (Presbyterian), the 2 semi¬ naries of the Evangelical Lutheran Church (one at Gettysburg, the other at Philadel¬ phia), by the Theological Seminary of the Reformed Church, Lancaster, the Divinity School of the Protestant Episcopal Church, Philadelphia, and Meadville Theological School, Meadville (Unitarian). The last insists only on preparation in the common English branches, although preferring also some knowledge of Greek and Latin. In Crozer Theological Seminary, Upland (Baptist), the examination for admission seems to include only Christian character. The 3 institutions not reporting are tbe Mora¬ vian Theological Seminary, Bethlehem (United Brethren), St. Vincent’s Seminary, Philadelphia (Roman Catholic), and Missionary Institute, Selinsgrove (Lutheran). Theological or biblical courses of study of from 2 to 3 years are also found in connec¬ tion with 12 universities and colleges. For statistics of theological schools reporting, see Table XI of the appendix, and a summary of this in the report of the Commissioner preceding. The laic department of the University of Pennsylvania, Philadelphia, organized in 1790, reports 141 students in 1879-’80, about one-half of whom had received a degree in letters or science. Tbe course of study covers 2 years of 36 weeks each. There is no examination for admission, unless the student desires to use his diploma to secure admission to the bar in Philadelphia. No provision for advanced standing is made ; students to receive the degree must actually attend 2 full years. They are allowed tbe benefit of lectures in tbe other departments of the university free of charge, with full use of the library. A law department was organized in connection with Lafayette College in 1874, but there is no late information respecting it. In Lehigh University law lectures form a part of the classical course, and in Dickinson College, Carlisle, although no course in law is reported, there is a professor of law in the faculty. Of 4 medical schools reporting (all in Philadelphia), 3 were “regular” and 1 was homoeopathic. The 3 regular schools, viz, the medical department of the University of Pennsylvania (organized in 1765), Jefferson Medical College (in 1825), and the Woman’s Medical College of Pennsylvania (in 1850), report a total of 1,058 students in 1879-’80. Jefferson Medical College required the old medical course of 3 years, including 2 courses of lectures of 5 months each (to be made 6 months in 1881), also offering and commending a 3 years’ graded course. No examination is required for admission. Tbe medical dexoartment of the University of Pennsylvania has required a 3 years’ graded course since 1877, but the year, as at Jefferson, consists of only 5 months. From 1880 a preliminary examination in English is to be required of applicants for admission who are without evidence of suitable literary qualifications. An auxiliary department of medicine was organized as a distinct department in 1865, to supplement the ordinary winter course by lectures during the spring months. This is essentially a graduate course and is entirely optional. Tbe Woman’s Medical College off ered and after 1880 was to require a 3 years’ graded course of 5 months each year. There is also a spring session of 10 weeks, attendance on which is optional. New apparatus for illustrating and investigating animal physi- PENNSYLVANIA. 277 ology was added during the year. A preliminary examination was required only of holders of scholarships. Hahnemann Medical College, organized in 1848, had 198 pupils in 1879-80 and graduated 75. The course insisted on was the old one of 3 years’ study, including 2 terms of lectures of 20 weeks each. A graded course of 3 years was, however, provided and strongly commended to pupils. A supplementary course during the spring months embraced all the special lectures of the graded course, and thus afforded students taking the 2 years’ course opportunity for completing the full coarse of instruction. There was also a graduate course. There is no examination for admission, but stu¬ dents must have certificates from preceptors as to their fitness for the study of medi¬ cine. Dentistry was taught in 3 institutions, all in Philadelphia, viz : the department of dentistry of the University of Pennsylvania (organized in 1878), the Pennsylvania Col¬ lege of Dental Surgery (in 1855), and the Philadelphia Dental College (in 1863). In the department of the University of Pennsylvania the regular course is graded and extends over 2 sessions of 5 months each. Study under a private preceptor is also re¬ quired during the entire term, unless students prefer to attend the spring and fall lectures, which are otherwise optional ; an examination is to be required for admission after October, 1881, of students not collegiate or high school graduates. The Penn¬ sylvania College of Dental Surgery reported 45 students in 1879-’80 and 5 graduates. In this and in the Philadelphia Dental College the course extended over two years. During this time private study under a preceptor and attendance on the two winter courses of 5 months each were required. Spring and fall lectures were also provided, attendance on them being optional. The Philadelphia Dental College accepts attend¬ ance on the optional lectures as a substitute for the required study under a preceptor. No preliminary examination has been required by either, but the last named will insist on one after 1881. Two colleges of pharmacy report, 1 in Philadelphia having 350 pupils, the other in Pittsburgh, the former organized in 1821, the latter in 1878. The course required for graduation covered, in 1880, 2 lecture sessions of 20 weeks each and 4 years’ apprentice¬ ship in the drug business. For statistics of medical, dental, and pharmaceutical schools, see Table XIII of the appendix, and for a summary, the report of the Commissioner preceding. SPECIAL INSTRUCTION. EDUCATION OF THE DEAF AND DUMB. The Pennsylvania Institution for the Deaf and Dumb, Philadelphia, organized in 1821, reported 324 pupils in December, 1880. Of these, 288 were supported by the State, 23 by New Jersey, 2 by Delaware, the others by friends, the city, &c. ; average number of years spent here, 5£; total number of pupils receiving a common school education since the organization, 1,896. In addition to their schooling, which includes articula¬ tion for semimutes, the inmates are taught shoemaking, tailoring, lithography, dress¬ making, and general sewing. The legislature failed again in 1880 to make an appro¬ priation for this institution, but the directors assumed the responsibility of carrying it on ; in other respects the report for the year is favorable. — (Report and return.) The Western Pennsylvania Institution for the Instruction of the Deaf and Dumb , Turtle Creek, which was founded in 1876, reports 162 jmpils since that date, and 112 remain¬ ing in 1880. About 2£ years are spent in the institution in learning articulation, the common branches, natural sciences, &c. No trades were taught, but instruction in gardening was given to some extent. — (Return.) Connected with the public school systems of Erie and Scranton are deaf-mute schools in which the common branches are taught. The Erie school, dating from 1875, had 13 students in 1880, who wmre taught by the articulation method ; the Scranton school, dating from August 24, 1880, had 12 students. — (Returns. ) EDUCATION OF THE BLIND. The Pennsylvania Institution for the Instruction of the Blind, Philadelphia, organized in 1833, reported 210 pupils in December, I860, most of them State pupils, New Jersey sending 9, Delaware 1, other places 2. The financial embarrassment from which the institution has been suffering for a year or two seemed to be somewhat diminished, and the managers felt encouraged for the year 1881. This institution has literary, musical, and industrial departments, with special prominence given to the second. The trades taught are those which will be of use in after life, such as carpet weaving, mattress making, cane seating, manufacturing of brooms, sewing by machine and hand, piano tuning and repairing, &c. A gymnasium was erected during the year to provide means for physical exercise. — (Report.) In West Philadelphia are situated the Pennsylvania Working Home for Blind Men and the Pennsylvania Industrial Home for Blind Women. At each of these, various indus¬ trial pursuits are taught by which this class may become self-supporting. — (Report of board of public charities. ) 278 EEPOET OF THE COMMISSIONEE OF EDUCATION. EDUCATION OF THE FEEBLE-MINDED. The Pennsylvania Training School for Feeble-Minded Children, Media, which dates from 1852, had 323 inmates in 1880, varying in age from infancy to 52 years. In the school department were 7 teachers and 164 children. The classes were : 1 training, 2 Kindergarten, and 4 common school. In the industrial department 86 inmates were engaged in domestic or laundry work or in the shops. — (Eeport of hoard of public charities. ) EDUCATION OF ORPHANS. A hill was prepared in 1864 providing for the organization of a system of schools for the children of deceased and disabled soldiers. This hill failed to pass, hut laws were subsequently enacted on the subject, and since 1871 the duties of the superintendent of soldiers’ orphans devolve on the superintendent of public instruction. The legis¬ lature of 1878 directed that no more children be admitted to these schools after June I, 1882, and that they be finally closed June 1, 1885. If this plan should be carried out, the record will show that at least 12,000 orphans have been supported and edu¬ cated at an expenditure of $8,000,000. The number of institutions in which there were soldiers’ orphans in 1880 was 18, a reduction of 26 since 1871 ; number of or¬ phans in September, 1880, 2,457 ; number since the system went into operation, II, 306; applications on file September 1, 1880, 904; cost of system for the year, $351,432; cost since commencement to May, 1880, $6,313,527. For requirements for admission, &c., see the Eeport of the Commissioner of Education for 1879. — (Penn¬ sylvania School Journal.) The Girard College for Orphans, Philadelphia, reports 2,559 inmates since 1848 and 870 in 1880. Admitted between the ages of 6 and 10 years, they are required to leave the institution between 14 and 18 years of age, at which time they are indentured to trades. This college was reported in 1880 as enlarging its capacity by means of a new building with accommodations for 160 boys and a dining hall for 1,000. — (Eeturn and National Baptist.) The Educational Home and Lincoln Institution, both in Philadelphia, report, the former, 174 pupils in January, 1880; the latter, 100 for the year 1880. At the first mentioned, children from 2 years of age upwards are taken and at the age of 12 or 13 years they are transferred to the Lincoln Institution. — (Eeport of board of public charities. ) The JBurd Orphan Asylum, Philadelphia (Protestant Episcopal), founded and en¬ dowed by the late Mrs. Eliza Howard Burd, receives the orphan daughters of deceased clergymen and respectable laymen, and gives them, in excellent buildings, a good English education, with instruction in French, music, drawing, embroidery, sewing, housework, and in whatever will make them useful and self-helpful women. They can remain till 17 or 18 years of age. Instructors, 9 in 1880 ; pupils, 60. INDUSTRIAL AND REFORMATORY TRAINING. Twenty-three homes for orphan or dependent children report for 1880. Eleven of these are in Philadelphia, including 2 for colored children ; the others are scattered throughout the State. In all, 1,723 children received instruction in the elementary branches during 1880. Thirteen of these homes report domestic work or some indus¬ tries taught. The Burd Asylum, alcove mentioned, was one of these. — (Eeturns.) The House of Refuge, Philadelphia, established its white department in 1828 and its colored department in 1850. December 31, 1880, there were 499 inmates — 328 white and 171 colored. During the year the two departments were placed under charge of one superintendent, with a view to greater efficiency as well as to a diminu¬ tion in expenditure. About 3 hours daily are spent in the school room and 7 hours in the workshops. — (Eeport of board of managers.) The Pennsylvania Reform School, Morganza, opened in 1872 for both sexes, reports much usefulness attained by the “family system,” a large amount of work done in the male department in farming, grading, roadmaking, quarrying, draining, &c., and by the girls in their special pursuits, and considerable progress made during the year in the school, especially in geography and arithmetic, as also in map and industrial drawing. The number of inmates in 1880 was, males, 277 ; females, 52. — (Eeport for 1880.) TRAINING OF INDIANS. The Training School for Indians, Carlisle Barracks, which is under the control of the General Government, was established on October 5, 1879. In 1880 there were nearly three hundred children under instruction, 88 of them girls. Although many of these Indians had been less than 18 months in the school, they were reported to be rapidly acquiring the ability to read, write, draw, and spell, while many had ad¬ vanced beyond the branches usually taught in an elementary school. All are taught to work; the girls learn sewing and all branches of housekeeping; the boys, shoe¬ making, tailoring, tinsmithing, carpentry, harness and wagon making, &c, — (Penn¬ sylvania School Journal and Eadle Keatah Toh.) PENNSYLVANIA. 279 TRAINING OF NURSES. The Nurse Training School of the Woman’s Hospital, Philadelphia, had 17 students in 1879 and graduated 10 that year. Forty-six graduates are reported since 1873, and 117 students since the organization. The charter of the institution was obtained in 1860, but the organization seems to have been in 1863. The records indicate that from the first nurses were trained, that from 1872 there was a settled course, and that from 1876 there has been hospital practice. — (Return for 1879 and report of 1878.) In connection with the Protestant Episcopal Hospital, Philadelphia, some training of the same kind is given. For statistics of training schools for nurses, see Table XVII of the appendix, and a summary of it in the report of the Commissioner preceding. ART EDUCATION. Philadelphia affords instruction in art in the Pennsylvania Academy of Fine Arts, which trains in all forms of art culture ; in the Franklin Institute Drawing Classes, the Philadelphia School of Design for Women, and the Pennsylvania Museum and School of Industrial Art, all of these training to improvement in the industrial arts. An art school was to be opened in 1880 in Meadville, in which modelling in clay was to be a prominent branch. Pittsburgh reports a School of Design for Women. For more detailed information regarding these schools, see thereport of theCommissionerfor 1879. Information as to Franklin Institute, and as to the Spring Garden Institute, with its classes in mechanical handiwork, will be found in the present report under Scientific Instruction. For an account of the special art training given to Philadel¬ phia teachers, see page 270. TRAINING IN ORATORY. The National School of Elocution and Oratory, Philadelphia, reported 112 ladies and 107 gentlemen studying in 1880 ; graduates in oratory, 7 ; in elocution, 67. Although this school was commenced in 1866, its present status dates from September 1, 1873. Since the commencement of the work not less than 3,000 students have been under in¬ struction. The course in elocution occupies two terms of 9 weeks each ; the course in oratory, 2 years. Additional are post-junior and post-senior courses, summer and evening courses, also an afternoon course and a Saturday graduating course. — (Cata¬ logue, 1880-’81.) TRAINING IN MUSIC. The Musical College and Pennsylvania Normal School of Music , at Freeburg, trains both sexes in the science and art of music, teaching all branches of vocal and. instru¬ mental music. Madame Seiler's School of Vocal Art and Instrumental Music, Philadelphia, was first chartered October 2, 1878, and opened with 9 pupils; at its fourth session 135 pupils were in attendance. The original design was to limit the work to the cultivation of the voice and singing, but the fall season for 1880-81 will open with additional departments. — (Circular and catalogue.) The Philadelphia Conservatory of Music is believed to have essentially the same aims and scope as the two above mentioned, but no report from it has been received. EDUCATIONAL CONVENTIONS. STATE ASSOCIATION. The twenty-sixth annual session of the State Teachers’ Association was held at York, July 27-29, 1880. After the address of welcome and the response thereto, Presi¬ dent Shaub in his inaugural address gave a few points in regard to the educational record of the State, comparing the present record with the past. His remarks were favorable to the school system of to-day, yet he would have teachers impress more fully upon the minds of their pupils the idea of usefulness and helpfulness. There should be more cultivation of the moral nature, and a spirit of duty and of manly and womanly achievement should be inculcated. This subject was continued by others until the adjournment to the evening session, at which a paper by Miss J. V. Johnston on “Moral training” was read and discussed. The following day was given to “Teachers’ studies and degrees;” “Use and abuse of examinations”; “Nature and extent of the teacher’s responsibility;” “Women vs. men as teachers,” in which was shown the need of the cooperation of both sexes to make the perfect school, scholar, and citizen. At the evening session, in “Star study,” a paper illustrated by means of the oxyhydrogen lantern, an outline of elementary astronomy desirable for the com¬ mon schools was presented. On the last day the first paper, “Esthetics in the school room,” pointed out the influence of surroundings on the development of thought and the formation of character, indicated the need of comfortable school buildings orna¬ mented within and without, advocated the cultivation of the imagination and the 280 REPORT OF THE COMMISSIONER OF EDUCATION. inculcation in the child of a love for the beautiful, &c. This subject and that of the introduction of the natural sciences in the common schools were considered by several present. A paper on the “Merits and defects of our system of county institutes” was discussed; memorial addresses on Prof. Fordyce A. Allen and Prof. Jacob W. Shoe¬ maker were read, and resolutions were adopted indicating the importance of a con¬ sideration of the subject of industrial education and recommending the introduction each year in the schools of elementary instruction in some one or more of the branches of natural science. — (Pennsylvania School Journal.) CONVENTION OF SUPERINTENDENTS. A meeting of superintendents, including county, city, and borough officers, was held at Harrisburg April 20-22, 1880. The attendance was very large and the convention a success in every way. The papers were said to be brief, practical, and to the point, and the educational discussions on these essays of unusual value. The afternoon ses¬ sion of the first day was devoted to discussions on teachers’ examinations and county institutes; the evening session to questions relating to school law and policy, to a paper on the necessity of new legislation, one on free school books, and on high schools. On the following morning the convention was divided into two sections, the city and borough superintendents and the county superintendents. The first division dis¬ cussed matters appertaining to city institutes, their object, the means of securing additional interest, &c. ; the other division took up the subjects of certificates, sum¬ mer and winter schools, graded schools and their course of study, and local institutes. •At the general meeting in the afternoon, among the different papers discussed were “ Examinations at close of term,” “Periodical reviews during term,” “Duty of super¬ intendents as to the methods of teaching each branch of study,” and “ What can a superintendent do to improve public sentiment in reference to the schools?” In the evening session the usual miscellaneous business was transacted prior to the opening of discussions on unpaid warrants, requisite legislation, teachers’ certificates, the re¬ lation of normal graduates to the profession, &c. The last day of the session, in the divisions and in the general convention, similar subjects were broached by various members, such as the Quincy method, district supervision, school visitation, literary societies in connection with common schools, and a graded course for city schools being among the number. Among the resolutions adopted were those calling for a revision of the school law .by immediate legislation, for the enforcing of prompt pay¬ ment to all the school districts in the State of the amounts annually appropriated thereto, for the passage of a bill authorizing the various boards of school directors to jmrchase text books for use in the schools of their respective districts, to be paid for out of the funds of the districts, &c. — (Pennsylvania School Journal.) EDUCATIONAL BENEFACTIONS. Under the head of Superior Instruction, preceding, may be found a detailed state¬ ment of gifts and bequests for collegiate instruction bestowed or received in 1880. OBITUARY RECORD. PROF. FORDYCE ALMON ADLEN. On the 12th of February, 1880, this genial and pleasing principal of the Mansfield State Normal School rested in death from educational labors that had covered 40 years and had made him popular in a large part of the United States. Born July 10, 1820, in Hampshire County, Massachusetts, he went early with his parents first to the town which proved his final resting place, Mansfield, Tioga County, Pennsylvania, thence, after some years, to Ohio, back again to Massachusetts, and then into New York, where, at 19 years of age, he began life on his own account as clerk. The next year, 1840, he began teaching, and from that date made this his main life work, combining with it editorship from 1854. Through steady improvement of large natural capabilities he rose rapidly in his profession from country common schools to village graded ones, then to the principalship of an academy, to the superintendency of the schools of McKean County, Pennsylvania, and in 1857 to a joint proprietorship with two distin¬ guished teachers in the West Chester Normal School, of which he soon became the principal, conducting it successfully for 7 years; then, in 1864, the Mansfield Normal School being established, he accepted the principalship, and, with an interval of a few years in which he turned aside to perhaps equally important work, continued to be its principal till his death. During nearly all the years that he was engaged in teaching, Professor Allen spent much of his vacation periods in conducting or aiding in the management of institutes, his geniality, quick wit, clear comprehension of great principles of education, and a peculiarly happy faculty of presenting these securing him ample occupation in this line, not only in Pennsylvania, but also in many other States. Probably no one man has done more than he to popularize this method of PENNSYLVANIA. 281 improving teachers, while as the founder of a great State orphan school he also did good service. — (Pennsylvania School Journal, September, 1880.) PROF. JACOB W. SHOEMAKER. Professor Shoemaker, horn April 18, 1842, in West Overton, Pa., died in Atchison, Kans., May 15, 1880, from the effects of overwork in teaching while engaged in the foundation of the National School of Oratory, Philadelphia. Trained in one of the State normal schools for the profession of a teacher and practising that profession in the ordinary schools and in schools for freedmen for some time, he quickly saw how much a lucid method of expression aided his pupils’ comprehension of whatever sub¬ jects he presented and how much the proper vocalization of his teachings went to impress them on the minds that he addressed. He therefore gave himself increasingly to the study of the principles of rhetoric and elocution, taught these extensively in institutes throughout the State, and from 1866 labored in Philadelphia to build up a school that should embody and present these principles with full effect. His enthu¬ siasm and persistence gradually attracted enough pupils and assistants to enable him to carry out his plans, and in the autumn of 1873 the National School of Elocution and Oratory was established. In 1874 its first catalogue was issued, showing an en¬ rolment of 88 students for that year. In 1875 its scope and course were much ex¬ tended, and a charter was secured for it from the legislature of the State. It is said that not less than 3,000 students have come under its instruction, that at least 600 lectures and readings have been given before educational bodies and lyceums, and that in 12 States of the Union students from the school have been engaged as teach¬ ers. Its founder died, worn out with the labor his great enterprise involved, but the school lives on, and probably will live, to extend and to perpetuate the effects of his good work. — (Pennsylvania School Journal, September, 1880, and catalogue for 1880- 81. ) PROF. SAMUEL STEIIMAN HALDEMAN". Dr. Haldeman, naturalist and professor of comparative philology in the University of Pennsylvania, died September 10, 1880, at Chickies, Pa., in which State he was born, at Locust Grove, Lancaster County, August 12, 1812. As a boy, he developed great fondness for investigation, and formed a small museum of specimens (in mineral- ogy, geology, and aborginal stone implements) in his own home. He studied at Dick¬ inson College, Carlisle, but did not graduate; in 1836 became attached to the geolog¬ ical survey of New Jersey and in 1837 to that of Pennsylvania. From 1851 to 1855 he held the chair of natural history in Delaware College, and was for many years pro¬ fessor of geology and chemistry to the Agricultural Society of Pennsylvania. In 1869 a chair of comparative philology in the University of Pennsylvania having been pro¬ vided, he was chosen to fill the position, and in 1876 the University conferred upon him the degree of ll. d. Dr. Haldeman was a prolific writer; his work on “Analytic Orthography” took the highest Trevelyan prize in 1858, in England, over 18 competitors. On the natural sciences alone he contributed about 100 papers to periodicals and the publications of learned societies; but as a learned and distinguished philologist his labors will be best remembered. He was a sound and thorough worker, and Agassiz once said of him, “That man Haldeman has an idea behind every word he utters.” — (Proceedings of Numismatic and Antiquarian Society of Philadelphia.) CHIEF STATE SCHOOL OFFICER. Hon. James P. Wickersham, State superintendent of public instruction , Harrisburg. Dr. "Wicker sham came into office in 1866, held place hy successive reappointments for 8 years’ terms as superintendent of common schools till 1873, when the new constitution of that year changed his title to that above given and extended his term to 4 years. He entered his fifth term May 5, 1880, hut on doing so expressed a readiness to resign the office so long held if a suitable successor could he found to take his place. Information has since come that Dr. Elnathan E. Higbee was appointed to succeed him in the spring of 1881. The two deputy superintendents in the greater part of the decade (1870-1877) were Robert Curry and Henry Houck; during the later years (i. e., from 1877), Henry Houck and "W". A. Lindsey. 282 REPORT OF THE COMMISSIONER OF EDUCATION. SUMMARY OF EDUCATIONAL STATISTICS 1870-71. 1871-72. 1872-73. 1873-74. 1874-75. POPULATION AND ATTENDANCE. Youth of school age (5-15 in- 38, 788 42, 000 43, 800 53, 316 elusive). Different pupils enrolled . 28, 364 27, 720 28, 245 39, 401 38, 554 Average number belonging . . . . 30, 165 30, 102 77 78 Average daily attendance . 22, 444 22, 176 22, 435 24, 434 26, 163 Per cent, of this on average 81 86 belonging. Enrolled in evening schools _ 2, 195 4,400 6, 083 4,600 SCHOOL DISTRICTS AND SCHOOLS. Towns in the State . 36 36 36 36 36 School districts . 423 424 423 429 430 Public school buildings ....... 426 Graded schools _ .... _ 436 Ungraded schools _ _ _ 301 Public day schools . 412 727 719 732 737 Schools visited by school com¬ mittee. Schools visited by school trust¬ 128 ees. Average time of school in days a 170 172 179 179 178 Evening schools ...... .... .... 8 38 52 39 V alue of public school property. $2,360,017 TEACHERS AND THEIR PAY. Men teaching in public schools. 178 177 112 201 195 Women teaching in public 533 579 646 821 861 schools. Total of teachers in day schools . 711 756 758 1, 022 1,056 Total of teachers in evening 11 131 198 192 schools. Teachers trained in normal schools. Average monthly pay of men.. $36 81 $39 72 $75 72 $83 65 $85 18 Average monthly pay of women. 36 81 39 72 41 97 43 86 46 17 INCOME AND EXPENDITURE. Total receipts for public schools. $514, 040 $496, 906 $601, 361 $745, 770 $761,797 Total expenditure on them _ 461, 159 465, 624 602, 811 690, 852 764, 644 STATE SCHOOL FUND. Available State fund _ _ $250, 376 a These numbers are RHODE ISLAND, 283 OF RHODE ISLAND — 1 S70-’ 7 1 TO 1879-’SO. 1875-76. 1876-77. 1877-78. 1878-79. 1879-’80. Id crease or do- crease since 1878-79. Increase or de¬ crease since 1870-71. 49, 562 52, 273 r. 2,711 I. 13, 485 39, 328 39, 959 41, 093 41,810 40. 604 D. 1,206 I. 12, 240 30, 516 30, 816 30, 117 30, 001 30,112 I. 111 78 77 73 72 74 I. 2 27, 021 27, 562 26, 644 26, 939 27,217 I. 278 I. 4, 773 89 89 88 90 90 3, 179 3, 736 4,536 3, 890 4,176 I. 286 36 36 36 36 36 430 431 431 431 432 I. 1 I. 9 430 442 443 446 453 I. 7 466 496 506 525 530 I. 5 291 292 295 294 294 757 788 801 819 824 I. 5 I. 412 422 397 640 I. 243 210 245 177 D. 68 180 181 182 182 184 I. 2 I. 14 28 28 36 33 40 I. 7 $2,456,674 $2, 644, 541 $2, 634, 941 $2, 654, 148 $1, 894, 122 D. $760, 026 211 212 217 212 226 I. 14 I. 48 869 892 897 885 891 I. 6 I. 358 1,080 1,104 1,114 1,097 1,117 I. 20 I. 406 150 177 198 166 178 I. 12 161 155 158 I. 3 $81 49 $80 69 $75 00 $73 84 $70 24 D. $3 60 I. $33 43 46 73 45 91 45 85 42 37 42 99 I. 62 1. 6 18 $734, 116 $730, 422 $709, 444 $600, 208 $558, 451 D. $41,757 I. $44, 411 709, 467 725,963 679, 771 597, 747 544, 200 D. 53, 547 I. 83, 041 $244, 325 $240, 376 $240, 376 $240, 376 $240, 376 for day schools only. 284 REPORT OF THE COMMISSIONER OF EDUCATION. STATE SCHOOL SYSTEM. OFFICERS. The general care of the State schools since 1870 has heen intrusted to a State hoard of education, composed of the governor and lieutenant governor as ex officio mem¬ bers, with 6 others chosen by the legislature to represent the several counties, one- third of these last changed annually. This board chooses a commissioner of public schools as its secretary and executive officer, with liberty of annual change. He and the board act as trustees of the State Normal School. For each town there is a school committee of not less than 3 members, chosen by the people for 3 years’ terms, with yearly change of one-third; for each school district, 1 or 3 trustees, also chosen by the people, who may change or reelect the same each year, to care for school property and visit and report upon the schools. Adjoining primary school districts, uniting to establish a school of higher grade, may elect 1 member from each of the districts so uniting, to constitute a board of trustees for the union school. Towns and cities may elect superintendents for their schools ; if they fail to do - so, the school committees must appoint them. Women are eligible to school offices. OTHER FEATURES OF THE SYSTEM. From the income of a permanent school fund and from the proceeds of State taxes $90,000 are annually appropriated for free day schools and over $3,000 for free even¬ ing schools, $63,000 of the former sum going to the several towns in proportion to the number of children under 15 years of age and $27,000 in proportion to the number of school districts.1 All this is to aid in paying teachers, and no town may receive its share unless it raise for its own schools at least as much as the State apportionment to it. Should this not be done by July of any year, the apportionment for the delin¬ quent town is turned into the permanent State school fund. The teachers, who are to be paid out of the State and town school moneys, have been largely trained since 1871 in the State Normal School at Providence. To be employed they must produce evi¬ dence of good moral character and certificates of qualification either given or signed by the school committee of the town in which they propose to teach or by its au¬ thorized agent. The schools under their charge are to be always subject to visita¬ tion and examination, both by the State school authorities and those of the town or city within which they are, and the trustees of school districts and the school committees are to make such visitation, at least twice in each school term, personally or by some suitable agent. The direction of the course of studies, text books, and works of refer¬ ence is given to the school committees, under advice of the State school commissioner; no text book, however, is to be changed oftener than once in 3 years without consent of the State board of education. Not only are the State schools free to all children 5 to 15 years of age residing in any school district where they exist, but some degree of compulsion to attend is found in a lawT forbidding the employment of children under 15 in any manufacturing establishment unless they have attended school at least three months in the preceding year. Exclusion from a State school because of race or color is forbidden; but a separate school for Iudians is, for special reasons, supported by the State. The education of deaf-mute and blind youth is also provided for. GENERAL CONDITION. Although 1879-’80 was esteemed a prosperous year throughout the Union, $41,757 less than in the year before were raised in this State for the public schools and $53,547 less were expended on them. It is not, therefore, a matter for surprise that, with 2,711 more children of school age, 1,206 fewer pupils1 were gathered into the State day schools.2 Still, the high character of many of the schools so far counterbalanced this as to increase the average monthly enrolment by 111 and the average daily attendance by 278. The night schools aided by the State, too (7 more in number .and better in some places), enrolled 286 more pupils. The number of public day schools was increased by 5, all graded; the number of school buildings, by 7, with improvements, of course, in others; yet, for some reason unexplained, the valuation of school property was $760,026 less than the year before. Teachers in evening schools numbered 12 more ; in day schools, 20 more;3 and of the latter 3 more (158 in all) had been trained in the normal school. Of the 824 schools reported, 640 (or 243 more than in the preceding 1 One-half of this sum of $63,000 is apportioned among the school districts in proportion to their num¬ ber, the other half on the basis of average attendance. 2It is only fair to say that the State commissioner ascribes this apparent diminution partly to a more careful elimination of duplicate enrolments; a large loss, however, is admitted. 3 The increase of teachers is regarded by the commissioner with disfavor, as indicating many changes within the year. RHODE ISLAND. 285 year) had been visited according to law by the school committees in charge of them ; but in the same period there was a falling off of 68 in the number visited by school trustees. Besides the pupils reported by the census takers as attending public schools, thero was a total of 6,708 reported in private and church schools, an increase of 552. Thero were also reported 12,279 of school ago not in any school, an increase of 1,730. RESUME FOR TEN YEARS. With $44,411 more receipts for the State schools in 1879-’80 than in 1870-’71, there was an expenditure for them $83,041 greater. This seems a fair additional provision for the 13,485 more youth of school age, of whom 4,773 more were in average daily attendance out of 12,240 more enrolled. For the accommodation and training of these there were 412 more public day schools, with 406 more teachers; how many more of these from normal schools does not appear. It is satisfactory to learn, too, that in these ten years the services of teachers had grown to be more highly valued, and that with the improvement wrought in them by normal school and institute instruction there had come an average increase of $33.43 in monthly pay of men and of $6.18 in that of women — a noteworthy exception to the general rule throughout the States. CHANGES OF SCHOOL LAWS DURING THE DECADE. March 8, 1870, an act was passed to require of towns, as a condition oi receiving public money for their schools, that they should raise for them by tax a sum equal to their share of the State appropriation; March 14, of the same year, one to establish a State normal school, which was an outgrowth from a successful school for training teachers that had been for some time conducted under private auspices; March 24, same year, one to require in towns an election by school committee of a superiutend- ent for their schools that had previously been only authorized; apparently in the next year, one to change the term of school committeemen from 1 to 3 years, with change of one-third each year ; and May 28, 1874, one to require an annual election of school district officers.1 May 28, 1875, came an act requiring school committees to report to the State school commissioner, in such form as he should prescribe, and authorizing him to refuse to draw his order for the town’s share of the State school money until such report was made to him. June 25 of the same year he was further authorized to with¬ hold such order until he should receive from the town treasurer a certificate of the sum voted to be raised by tax for public schools the current year, and also a statement of the amount paid out for such schools to order of the school committee the preceding school year. April 12, 1878, a census of the number of youth of school age (5-15 in¬ clusive) residing in each town was required to be taken annually, in January, and its results to be deposited with the school committee before April 1. KINDERGARTEN. No Kindergarten classes appear to have found footing in this State, except in Provi¬ dence in 1873. CITY SCHOOL SYSTEMS. OFFICERS. These are city superintendents and boards of school committees, the latter varying in number in the different cities, but numbering 3 for each town. STATISTICS.2 Cities and towns. Population, census of 1S80. Children of school age. Enrolment in public schools. Average daily at¬ tendance. Number of teachers. Expendi¬ ture. Lincoln . 13, 765 2, 963 2,843 3, 292 19, 108 2,164 2, 097 1, 178 39 $24, 912 44, 584 34, 598 N ewport . 15, 639 19, 030 104, 852 12, 163 1, 429 44 Pawtucket . 2, 995 1, 902 9, 659 1, 086 54 Providence . 13, 261 1, 822 2, 403 289 236, 417 Warwick _ 2, 463 4, 110 42 12, 909 Woonsocket . . . 16, 053 1, 353 44 27, 830 1 A law of April 3, 1874, to punish and reform habitual truants failed of its effect, owing to the want of an institution to receive such truants. 2 These statistics are from the State report for 1879— ’80, except the figures giving population, which are from census returns for 1880. 286 REPORT OF THE COMMISSIONER OF EDUCATION. ADDITIONAL PARTICULARS. Lincoln reports no new departures in the system, but education advancing. The district system was an obstacle to tbe selection of good teachers. There was an at¬ tendance of 277 in x>rivate and parochial schools. Newport had more pupils attending public schools in 1879-,80 than ever before, the average exceeding that of the previous year by 150. The methods of teaching were improved, routine being shunned and individuality encouraged. The superintendent complains that while the primary schools are the most important and most difficult to manage the teachers in them were paid less than in any other grades, and he thinks teachers should be paid to remain at the post of honor in the primary school. The evening school was more successful than ever before; 350 pupils were enrolled and 164 were in average attendance. Although the average attendance was not so large as formerly, attendance was more regular and more was accomplished. All showed an earnest desire to learn. The high school had 5 teachers, 143 pupils en¬ rolled, and 122 in average attendance. There were 555 pupils attending private and parochial schools. — (State report and return.) At Pawtucket attendance was reduced through the prevalence of scarlet fever and diphtheria. School-houses, as a general thing, were in fair condition, but nearly all the primaries were overcrowded and the ventilation in them was u abominable.” Four evening schools were taught, instead of 2 as formerly ; attendance on them was large and of a class that cannot be reached by the other schools. The Providence schools were in a satisfactory condition; some noticeable defects in them had been remedied, so that there was less routine and more vivacity in the teaching. In the grammar schools more attention was given to the quality of the work than to the amount accomxdished. The primary and intermediate schools suf¬ fered from the prevalence of diseases among the pupils, but the high and grammar schools were as efficient as ever. The revival of business brought a large number of children into the city, but did not materially increase the number attending school, many of them being engaged in work. The evening schools, in discipline, order, and improvement, compared well with those of former years. Examinations for the high school showed a marked improvement ; while the questions were more difficult and practical, the percentage of scholarship was larger. The report complains of imper¬ fect ventilation in many of the school-houses. The crowded condition of some of the primaries was deplorable; in a hundred rooms there were from 4 to 8 times as many pupils as the supply of fresh air furnished reasonably warranted. — (State report.) Wanviek reports schools generally prosperous. The district system, however, was a hindrance. Another difficulty was lack of rooms for primary pupils, making it nec¬ essary to push the classes forward too rapidly. New school-houses are imperatively needed. In Woonsocket the district system was an obstacle to efficiency and harmony, as well as more expensive than the town system. Free text books and stationery have been furnished gratuitously by the town for 3 years, and in some cases this has been an inducement to parents to send children to school. Evening schools were taught and good advancement made by the pupils. About 650 pupils attended private and parochial schools. TRAINING OF TEACHERS. STATE NORMAL SCHOOL. The Rhode Island Normal School was, by act of March 14, 1871, established on its present basis and placed under the management of the State board of education and the commissioner of public schools. The course of study and trainiug was further developed during 1879-’80 and much improved, especially in the direction of prepar¬ ing the teacher to lead his pupils to study the phenomena of nature. A new series of lessons on form was introduced, the course in geography was revised, additions were made to apparatus used in elementary instruction, and valuable reference works were added to the library, some of them being on hygiene and sanitation, to which subjects great attention is given throughout the course. One of the specific objects of the school is to aid pupils and prepare them to aid others in securing sound physical health. Physiology is studied by all, with the aid of apparatus, and each pupil is instructed to make the preservation of health a primary duty. Both sexes are admitted, but by far the greater number attending are young women. The attendance in 1879-?80 was 145, against 130 in 1870-71. The course of study extends over two years, but graduates of high schools usually finish it in less time. There is also an advanced or graduate course, which includes Latin, Greek, French, German, mathematics, and natural science. teachers’ institutes. The commissioner is authorized by law to hold institutes for the instruction of teachers and $500 are annually allowed by law to pay instructors and lecturers. The RHODE ISLAND. 287 institute work of 1879-’80 was unusually satisfactory, both as to immediate results and promise for the future. The commissioner was assisted by Hon. B. G. Northrop, secretary of the Connecticut State board, Prof. W. G. Sumner, of Yale College, Prof. W. H. Niles, of the Massachusetts Institute of Technology, and a number of other dis¬ tinguished persons. Four institutes were held, the first being in session 3 days, the others 2 days each. About 300 teachers from the State were present, and the attend¬ ance during all the sessions was much more regular than is usually the case. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. The number of public high schools in 1879-’80 is not given by the State superin¬ tendent in his report for that year, but there were 530 graded schools in the State, an increase of 5 during the year. From city reports and returns it appears that the Providence high school had 515 pupils enrolled, under 16 teachers ; that at Newport, 143 enrolled and 122 in average attendance, under 5 teachers ; and that at Pawtucket, 81 en¬ rolled, with 62 in attendance, and 3 teachers. In the Providence school the course of study was somewhat shortened, more time being given to a thorough review of gram¬ mar school studies and to those branches that fit for mechanical or mercantile pursuits. In the Newport school no changes had been made, but a feeling is reported on the part of teachers that the course in English should be made more prominent. War¬ ren reports the incorporation of political economy into the high school course and other changes in the direction of adaptation to the needs of the majority. OTHER SECONDARY SCHOOLS. For statistics of business colleges, private academies, and schools preparatory to college, see Tables IY, YI, and YII of the appendix, and for summaries, the report of the Commissioner preceding. SUPERIOR INSTRUCTION. BROWN UNIVERSITY. Brown University, Providence, organized in 1765, presents three 4 years’ courses of undergraduate study, 1 for the degree of a. b. and 2 for PH. B. ; the latter, embrac¬ ing a large number of electives, are simply outlined and are subject to modifications. There are also departments of physical science for students w ho wish to prepare them¬ selves for such pursuits as require a knowledge of the mathematical and physical sciences and their application to the industrial arts. From an attendance of 220 stu¬ dents in 1870-’71 the number rose to 260 in 1879-80, and the number of resident gradu¬ ates in the same time increased from 2 to 16, with, it is believed, a corresponding ad¬ vance in standard of instruction. Work was continued during the year on a new hall for the university, commenced in 1879, for which funds were given by Hon. Wm. F. Sayles. Its completion was looked for early in 1881, when it will take the place of the hall that has been in use more than a century. Improvements were made in the col¬ lege grounds. Bequests and gifts were received amounting to $38,000, of which the greater portion was from the late Stephen Olney, who, besides his microscopes and botanical books, the latter numbering 712 volumes, left $25,000 for the endowment of a professorship of natural history and $10,000 to constitute a fund for the purchase of plants and botanical books. Rev. Alva Woods, d. d., gave $1,000 to add another to the 5 scholarships previously founded by him ; Mrs. Caswell, widow of the late presi¬ dent, and Newton May, esq., another $1,000 each. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. The departments of practical science in Brown University include (1) a course in chemistry applied to the arts; (2) a four years’ course in civil engineering, which, however, may be made longer or shorter according to the wants of students; (3) physics; (4) botany; (5) zoology and geology, and (6) agriculture. The last includes preparatory study in chemistry and physics, botany, physiology, zoology, and com¬ parative anatomy. There are special lectures on agriculture, relating to the study of soils and applied economic zoology, illustrated by specimens from the museum of natural history and by field excursions. PROFESSIONAL. No schools for theological, legal, or medical instruction report from this State. 288 REPORT OF THE COMMISSIONER OF EDUCATION. SPECIAL INSTRUCTION. SCHOOL FOR THE DEAF, PROVIDENCE. Tliis school was founded April 2, 1877, and is under the control of the State hoard of education. The pupils receive instruction in reading, writing, and speaking the English language, also in arithmetic and drawing. More advanced pupils take up the higher branches, but the actual use of the English language is of first importance. Special attention was paid in 1880 to art work, regular instruction being given in free hand, mechanical, and map drawing,* inventing and coloring designs for tiles, oil cloth, and wall paper ; copying pen and ink and crayon sketches, and painting with water colors on silk and other material. Even the youngest pupils — 4 to 6 years of age — are under instruction in some of this work. The number of pupils from April 2, 1877, to January 1, 1880, was 13; entered in 1880, 15; left, 5; remaining in December, 1880, 12 males, 11 females. — (Report and return.) EDUCATION OF THE BLIND. In 1879-’80 Rhode Island paid $3,150 to the Perkins Institution and Massachusetts School for the Blind, South Boston, for the training of blind children sent from the State. ART EDUCATION. The Rhode Island School of Design, Providence, pays great attention to mechanical and architectural drawing, designing for patterns of jewelry, wall papers, print cloths, and such other things as art culture demands. The chief purpose of the school is to teach a knowledge of such art as is connected with business and manu¬ factures. The annual exhibitions show improvement from year to year. There are day and evening classes, and the two courses — elementary and advanced — extend over 2 years. A school of embroidery is to be added; children over nine years of age have drawing lessons once a week ; a course of lectures for teachers is reported for the fall of 1881; and daily instruction is given in painting in oil and water colors, crayon drawing, modelling in clay and wax, &c. — (Circular, Journal of Education.) EDUCATION IN MUSIC. Reporting in 1879 was a musical institute connected with Greenwich Academy, East Greenwich. Its courses were arranged with a view to graduation in piano, organ, and vocal music, and a diploma is accorded at completion of a full course; partial courses entitle to certificates. Instruction was also given in painting, drawing, crayons, &c., as many students desire also to teach these branches. Information for 1880 is want¬ ing. — (Circular.) REFORMATORY AND INDUSTRIAL TRAINING. The State Reform School, Providence, established November 1, 1850, and changed from city to State control in July, 1880, reports the ages of commitment as 10 to 21. In 1880 the 14 instructors, teachers, and employ 6s had charge of 239 inmates, 121 of them entering during the year. Since the foundation 2,903 inmates have been received. The common school branches, writing, and singing are taught, as also such industrial em¬ ployments as tailoring, cane seating, domestic duties, &c. — (Report and return.) HOMES FOR ORPHANS OR DEPENDENT CHILDREN. Rhode Island reports 6 such asylums: (1) the Bristol Home for Destitute Children, Bristol, incorporated in 1867, 5 inmates in 1880; (2) St. Mary’s Orphanage, East Prov¬ idence, incorporated March 18, 1879; (3) Home for Friendless and Destitute Children, Newport, dating from 1867; (4) Providence Association for the Benefit of Colored Children, incorporated 1846, 29 inmates in 1880 ; (5) Providence Children’s Friend So¬ ciety, sending its forty-fifth annual report in 1880, which indicated that 1,237 children had been cared for up to that time, 161 of them in 1880; and (6) the Rhode Island Ro¬ man Catholic Orphan Asylum, Providence, organized in 1861 and reporting 211 inmates in 1880. Reading, writing, arithmetic, &c.,-are taught where the children do not attend the public schools. Generally some industrial employments are taught. — (Reports and returns.) For statistics, see Table XXII of the appendix, and a summary of it in the report of the Commissioner preceding. EDUCATIONAL CONVENTION. RHODE ISLAND INSTITUTE OF INSTRUCTION. The thirty-fifth annual meeting was held January 15-17, 1880. On the first day, in the grammar and primary department, “Primary school occupations” and “Our free RHODE ISLAND. 289 schools from the standpoint of a business man” were discussed, while in the higher department the papers were “The study of natural history as a mental discipline,” and “ Suggestions on teaching English literature,” in which a thorough and syste¬ matic study of the text of a few great classics was advocated as the true method. At the evening session Rev. E. G. Robinson, president of Brown University, addressed the meeting on “What constitutes an education?” The second day’s proceedings opened with the election of committees, after which Mr. Wm. E. Foster, of the Provi¬ dence Public Library, presented a paper on “The relation of the libraries to the school system,” in which, after explaining the functions of the school system, he showed how the library, by its collections and resources, may be supplementary to them. The subject of “Supplementary reading in primary and grammar schools” was next considered, and in this, too, the need of school libraries was maintained, the libraries to contain books of an instructive and substantial character, the pupils of these grades to be trained to read such works. Papers on “ Oral instruction” and on “The present condition of the study of the English language ” were next in order, while the even¬ ing session was devoted to short addresses on educational subjects. The last day was given up to business, such as the reports of the committee on necrology, on resolu¬ tions, and on finance, at the termination of which the meeting adjourned. — (Report of proceedings. ) CHIEF STATE SCHOOL OFFICER. Hon. Thomas B. Stockwell, State commissioner of public schools, Providence. Mr. Stockwell has been annually reelected since 1874. During the earlier years of the decade Hon. Thomas W. Bicknell served. 19 E 290 REPORT OF THE COMMISSIONER OF EDUCATION. SUMMARY OP EDUCATIONAL STATISTICS 1870-71. 1871-72. 1872-73. 1873-74. 1874-75. POPULATION AND ATTENDANCE . Number of white youth of school age (6-16). Number of colored youth of school age (6-16). Total school population (6-16). Whites enrolled in the public 84, 204 125, 172 209,376 32, 222 37, 687 84, 204 145, 127 230, 102 37, 218 45, 774 85, 678 152, 293 237, 971 47, 001 schools. Colored enrolled in the public 33, 834 38, 635 46, 535 58, 964 63, 415 schools. Total enrolment . 66, 056 76, 322 83, 753 104, 738 110, 416 SCHOOL DISTRICTS AND SCHOOLS. Number of school districts .... 460 462 463 429 428 Free public schools . 1,639 1,919 2, 081 2, 353 2, 580 Number of school-houses . 1,478 104 1,870 226 2, 017 2, 209 2, 347 Schools built during the'year.. 109 192 118 School-houses owned by dis¬ 143 239 384 576 701 tricts. Cost of new school-houses . $13, 254 $11, 506 $8, 559 $22, 341 $13, 486 Valuation of school-houses - 189, 514 220,448 242, 086 272, 986 313, 290 TEACHERS AND THEIR PAY. Men teaching in public schools . Women teaching in public 1,185 1,363 1,439 1,625 1,773 713 822 935 1,002 1,082 schools. Whole number of teachers .... 1,898 2, 185 2,374 2, 627 2, 855 Number of white teachers . 1,451 1,687 498 1, 684 1,772 1,876 Number of colored teachers .... 447 690 855 979 Average monthly pay of men.. $35 00 $32 55 $33 78 $32 81 $31 64 Average monthly pay of women 35 00 31 25 32 06 30 39 29 21 INCOME AND EXPENDITURE. Total receipts for the public $241, 000 $411, 956 $420, 254 $478, 767 $489, 543 schools. Total expenditure for the same . 282, 451 369, 433 431,500 426,463 SOUTH CAROLINA. 291 OF SOUTH CAROLINA-1870-’71 TO X879-’SO. 1875-76. 1876-77. 1877-78. 1878-79. 1879-80. Increase or de¬ crease since 1878-79. Increase or de¬ crease since 1870-71. 83, 813 144, 315 228, 128 52, 283 46, 444 54, 118 58, 368 61, 219 I. 2, 851 I. 28, 997 70, 802 55, 952 62, 121 64, 095 72, 853 I. 8,758 I. 39, 019 123, 085 102, 396 116, 239 122, 463 134, 072 I. 11, 609 I. 68, 016 427 437 437 445 479 I. 34 I. 19 2, 776 2, 483 2, 922 2, 901 2, 973 I. 72 I. 1, 334 2, 465 2, 084 2, 552 2, 675 2, 749 I. 74 I. 1, 271 118 25 56 81 77 D. 4 D. 27 819 597 589 618 713 I. 95 I. 570 $12, 773 $2, 775 $3, 884 $5, 556 $8, 059 I. $2, 503 D. $5, 195 326, 063 294, 907 340, 615 357, 602 351, 016 D. 6, 586 I. 161, 502 1,914 1,639 1,844 1,934 1,887 D. 47 I. 702 1,154 1,035 1,273 1,232 1,284 I. 52 I. 571 3, 088 2, 674 3,117 3, 166 3, 171 I. 5 I. 1, 273 1,981 1, 725 2, 091 2,090 2, 048 D. 42 I. 597 1,087 949 1,026 1,076 1,123 I. 47 I. 676 $30 40 $28 32 $28 22 $25 54 $25 24 D. $0 30 D. $9 76 28 86 26 87 25 42 23 84 23 89 I. 05 D. 11 11 $457, 260 $189, 353 $316, 197 $304, 167 $440, 111 I. $135, 944 I. $199,111 423, 871 226, 021 319,030 319, 320 324, 629 I. 5, 309 ; . 292 REPORT OF THE COMMISSIONER OF EDUCATION. STATE SCHOOL SYSTEM. OFFICERS. The only elective school officers within the decade have been a State superintend¬ ent of education (chosen for 4 years’ terms till 1878 and since that time for 2 years’ terms) and a school commissioner for ,each county (chosen throughout the decade for two years’ terms). Appointed officers have been, throughout, 2 persons in each county, to be associated with the county commissioner as a county board for examination of teachers, and 3 persons in each school district, appointed biennially by these county boards to manage local educational affairs. Since 1878 there have been 4 persons appointed biennially by the governor to form, with the State superintendent, a State board of examination, which has taken the place of an unwieldy State board of edu¬ cation composed previously of the State superintendent and all the county school com¬ missioners. This board of examination has since its institution appointed the two associates of each county school commissioner, whom he previously himself appointed to aid him in examining teachers. OTHER FEATURES OF THE SYSTEM. The school age recognized is 6 to 16, and, till 1878, a census of children of this age ' was taken. Since then there has been no provision for it, and there appears to be no restriction of school attendance to persons of this age. In the earlier years of the decade a tax was required to be levied in every school district, to be added to a State poll tax of $1 on each voter and to a further State levy for the support of public schools. Since January, 1878, this district tax has not been called for,1 and the State schools have had to depend upon the proceeds of a State school tax of 2 mills on $1 and of the poll tax now retained and to be used in the county in which it is collected. In Charleston the tax is 1 mill on $1 since 1878 ; previously it was 1| mills. By the constitution of 1868 all State schools were made free to all youth of the State with¬ out regard to race or color, but practically there has been no ability to enforce this rule, and separate schools for white and colored pupils have been maintained, as in the other southern States. Their courses of study and the text books to be used in them have been prescribed by the State board of examiners since 1878, no text book, however, to be changed within five years from its adoption except with consent of the legislature. Teachers for them must have certificates of qualification from either the State board of examiners or that of the county in which they intend to teach ; 2 in Charleston, from the city school authorities. To receive their pay they must make monthly school reports of attendance and studies according to the prescribed State forms. The basis for the distribution of State school funds is, according to the con¬ stitution, the number of attendants so reported; by law of 1878, the average number. Visitation of the schools with a view to the stimulation and improvement of them is required of the State superintendent, county school commissioners, and district trustees. GENERAL CONDITION. In what proportion the youth in need of training were brought into the State schools cannot be told at present, no State census of such youth having been taken since 1877 and the figures of the tenth United States census not having become avail¬ able as this goes to press. But the State superintendent’s report for 1880 shows an absolute increase of 2,851 in the enrolment of whites and of 8,758 in enrolment of col¬ ored pupils, 11,609 in all, more than twice as large a gain as in Connecticut, New Jersey, New York, and Pennsylvania combined. This plainly shows how highly even the slender education given in the brief school terms of only about four months has come to be appreciated, and how eagerly both the white and colored parents are hast¬ ening to secure it for their children. If the State tables showed also the average attendance, the amount of educational benefit received would be much more percei)- tible. But that much increase of such benefit must have come from so many thou¬ sands more being busy with their studies instead of either idling or working in the fields is evident enough. And from what is said by Superintendent Thompson of the increased efficiency and qualification of the teachers, through the closer and more rigid examinations of late years, there is ground for believing that the education given now is better than at any former period, whatever improvement it may still require. One great step toward better teaching was taken in 1880 by holding (through generous 1 'Winnsboro and Chester have by special petition secured permission to levy local taxes for their schools. 2 In the earlier years, from the State superintendent or county board. SOUTH CAROLINA. 293 aid from the Peabody fund trustees) an animated State teachers’ institute, in which the philosophy and the methods of the improved instruction of the day were pre¬ sented by competent professors. Then, too, the teachers in 1880 worked with more encouragement, because, through an increase of receipts for schools, old debts for teaching were in many cases paid and the current pay made surer than for years before. RESUME FOR TEX YEARS. The only absolute increase in the decade of youth that ought to be in the schools has been, as shown by the State censuses up to August, 1877, all on the colored side. The figures of the latest of these numberings (somewhat doubtful as to accuracy) even indicate a decrease of some hundreds of white youth ; but the colored at that date numbered 19,143 more than in 1870-71, making the reported growth of school popula¬ tion in seven years 18,752. Perhaps 10,000 more would cover the further growth to 1880. But such has been the zeal for education in the free schools, that the attend¬ ance in them of the whites alone exceeded this whole increase of youth of school age of both races, while the attendance of colored youth advanced so rapidly as to make the total enrolment in free schools 39,264 more in 1880 than the estimated increase of young people to be instructed. Allowing for very many duplicate enrolments, this shows how much the schools have grown in favor and how eagerly the poor whites and the colored people are availing themselves of the new advantages for the young members of their families. And as the increase of teachers (1,273) has been well pro¬ portioned to the increase of attendance in State schools, as the qualifications of many of these teachers have been much advanced, and as public interest has been more and more directed toward improvement of both schools and teachers, there appears to be good ground for the belief that fair foundations for future development have been laid. This much may be said, though there was in 1877 a great step backward in the break¬ ing up of the State Normal School at Columbia, thus leaving all training of teachers to mere private enterprise or to the heavily tasked resources of the Peabody fund aid. This aid has come in to train specially good teachers from the State at the Normal College, Nashville, Tenn., and in 1880 to give institute instruction, as before detailed, and private or church enterprise has done useful work; but a revival of the State school for normal training under legislative auspices is still desirable, as is a special State institution for training colored teachers. CHANGES OF SCHOOL LAWS. The main changes in the school laws of the State within the decade have been already included under the preceding heads. AID FROM THE PEABODY FUND. The trustees of Mr. Peabody’s munificent donation for the improvement of southern public schools have granted to South Carolina, in the 10 years up to and including 1879-80, a total of $24,050, used, in the earlier years, for advancing graded school instruction ; in the later ones, for improving the qualification of teachers. The annual sums thus granted have ranged from $200 to $5,000, the latter amount in 1875. KINDERGARTEN. Only 2 of these excellent means of preparing young children for further education appear to have been established in this State, one in connection with the Williamston Female College, Williamston, in 1876, the other in the Charleston City Orphan House, apparently in 1879. CITY SCHOOL SYSTEM. CHARLESTON. Officers. — The officers of the school board consist of a commissioner from each ward, elected by the people, and a superintendent, elected by the board. Statistics. — Taxable property valuation, $26,422,000 ; amount raised for schools by a tax of 1 mill on a dollar, $21,703; school population, 12,727 children — 5,873 white and 6,854 colored. The city had 1 frame and 4 brick school buildings valued at $125,000, containing 91 classes, with an attendance of 7,284 (an increase of 509), taught by 91 teachers, 86 of whom were females, 85 white southern, and 6 colored, of whom 1 was from the North; 17 were third grade, 51 second, and 23 first grade teachers. The 5 male teachers were paid an average monthly salary of $126.66; the females, $38.70. Income, $65,142 ; expenditures, $62,811. 294 REPORT OF THE COMMISSIONER OF EDUCATION. Comparing the statistics of 1879-’80 with those of 1870-’71 there was an increase of 1,043 in population, of 2,216 in enrolment, and of 23 in teachers, while in receipts there was a gain of $43,285 and in expenditures of $22,358. — (State reports.) For high school, see Secondary Instruction. TRAINING OF TEACHERS. NORMAL SCHOOLS AND NORMAL DEPARTMENTS. From 1874 to June, 1877, the State trained teachers for its schools in a normal school of its own at Columbia. At that time this training was discontinued from lack of legislative appropriation for it, and up to 1880 it had not been resumed. The only normal training continued throughout the decade has been in the Avery Normal In¬ stitute, founded at Charleston, in 1865, under the auspices of the American Missionary Association. Claflin University, Orangeburg, gave such instruction during the earlier and later years, first in a 2 years’ course, and later in one of 4 years, in which were 86 normal students in 1880, with an indeterminate number in higher normal and pre¬ paratory studies. The Avery Normal Institute (for colored pupils), at date of July 1, 1880, reported 3 resident instructors and 6 non-resident teachers and lecturers, .60 male and 87 female normal students, 103 male and 190 female other students in attendance during the year, and 18 graduates, 4 of whom had engaged in teaching. The whole course of study, beginning with primary elements, required 11 years of 40 weeks each. Draw¬ ing and vocal and instrumental music were taught. There was a library of 200 volumes and a small collection of models, casts, apparatus, and examples for free hand draw¬ ing. — (Return. ) Fairfield Normal Institute (for colored pupils), Winnsboro’, founded in 1869, reported on June 4, 1880, an appropriation of $600 from the State and $250 from the county, 4 resident instructors, 70 normal students, and 270 other students during the year, 35 graduates who received certificates for teaching, and 70 previous graduates who had engaged in teaching. The full course of study, beginning with primary elements, covered 6 years, with an annual session of 40 weeks. A model school attached to the institution, supplied with models, casts, apparatus, and examples for free hand draw¬ ing, afforded instruction in drawing. Vocal and instrumental music were taught, and students on completion of the course received certificates. Of its pupils 100 were preparing to be teachers and 20 to be ministers. A class in geometry was reported by the principal to compare favorably with any he ever taught before among white or colored. — (Return and Presbyterian Record, May, 1880.) The Normal Department of Brainerd Institute (for colored pupils), Chester, founded in 1874, had on June 30, 1880, 3 resident teachers, 20 normal students, and 120 others in attendance during the year, as well as primary scholars ; a course of 2 years, each of 36 weeks; a library of 60 volumes; 1 educational journal; and a small chemical labo¬ ratory. Instruction was given in vocal music and drawing. Much had been done to supply the region with teachers and with better facilities ; the outlook was encour¬ aging. — (Return and report of Presbyterian committee of missions for freedmen, May, 1880.) teachers’ institutes. Under the head of General Condition, reference has been made to a State institute held through aid from the Peabody fund trustees. Held at Wofford College, Spartan¬ burg, for white teachers, it was largely attended by both citizens and teachers, and seems to have inaugurated a new era in State school teaching. The exercises, August 3-27, were under the charge of Principal F. Louis Soldan, of the St. Louis Normal School, Mo., assisted by Prof. E. S. Joynes, of the State Normal College, Nashville, Tenn., and 4 other skilled instructors, with addresses from several college presidents and from the State school commissioner of Georgia. The teachers present, 197 in all, were divided into classes, and had instruction in the science of education, in the Eng¬ lish language, and in methods of teaching grammar, arithmetic, geography, singing, aud reading, more general topics being discussed in afternoon and evening lectures. The effects of the institute appear to have been of the most healthful kind. A new interest in the studies gone over and an eager zeal to test the improved methods of instruction in them were widely excited in the teachers present, some of them prolong¬ ing throughout the session an attendance that had been meant to be only temporary. A county institute for colored teachers was held in Charleston in October, 1880. This lasted for a week, under the leadership of the commissioner of Charleston County, with the aid of the principals of two Charleston City schools and of a professor in Charleston College. The attendance reached 62, and from the excellent instruc- SOUTH CAROLINA. 295 tiongiven it was hoped that valuable results would manifest themselves in the school sessions of 1880-’81. Superintendent Thompson had some hope of obtaining from the legislature permis¬ sion to use a small special school fund for the continuance, in another year, of this institute instruction for both races. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. The State superintendent reported 3,989 pupils in branches higher than those pre¬ scribed, but makes no allusion to any high school except that at Charleston. This school had been removed to a commodious building, fitted with new and improved furniture, sufficient to meet all the requirements of such a school. With the posses¬ sion of its new house, the school was thoroughly reorganized, extending the course of studies through 4 years, prescribing the qualifications of admission and graduation, and assigning each teacher to one branch which he should teach in all the classes, and to which he should be confined. The studies prescribed by the board of super¬ visors were compulsory, except that French and German might be taken in the place of Greek. It was intended to establish a gymnasium in charge of a competent teacher. (State report and high school report.) OTHER SECONDARY SCHOOLS. For private academies and preparatory departments of colleges, see Tables VI, VII, and IX, in the appendix; for summaries of their statistics, see corresponding tables in the report of the Commissioner preceding. SUPERIOR INSTRUCTION. COLLEGES FOR YOUNG MEN OR FOR BOTH SEXES. Of 7 universities and colleges reporting, 6 had a total of 260 students in collegiate departments during 1879-80, under 36 professors and instructors. One of the 7, Fur¬ man University, Greenville, reports 83 students in preparatory studies, but does not give the number in collegiate. All but the College of Charleston (which depends on the city high school for its pupils) have preparatory courses of 2 or 3 years, and all have collegiate courses of 4 years leading to the degree of a. b., though in Furman University the arrangement is that of independent schools rather than the ordinary classical course. Scientific courses of 3 or 4 years are found in 4 ; commercial, in 3 ; philosophical, in 1 ; normal and theological, in 1. German was taught in 6 and French in 5. All but 1 are under denominational influence, this being in 2 cases Presby¬ terian, in 2 Methodist, in 1 Baptist, and in 1 Lutheran. Only 2 of them were organ¬ ized during the last decade, Claflin University and Adger College. Claflin University and South Carolina Agricultural College, Orangeburg, was organ¬ ized in 1870 under the name of Claflin University, and the agricultural department was added in 1874. The courses are classical, agricultural, scientific, theological, normal, and preparatory. There is also a grammar school of 2 years, which, it is said, will be necessary until the common schools shall improve. The number of students attending in 1880, in all departments, was 388. Of these, 20 were undergraduates, 126 were in normal and preparatory departments, and the remainder were in the grammar school. — (Catalogue, 1880.) Adger College, Walhalla (Presbyterian), organized in 1877, presents a collegiate classical course of 4 years, a commercial and scientific course of 3, a partial course, and a preparatory department. The University of South Carolina (non-sectarian), organized in 1805, was closed in 1877 through failure of legislative appropriation for its maintenance, and remained closed in 1880. For statistics of colleges and universities reporting, see Table IX of the appendix ; and for a summary, the report of the Commissioner preceding. INSTITUTIONS FOR THE SUPERIOR INSTRUCTION OF YOUNG WOMEN. Four colleges for young women report from this State, situated respectively at Due West, Walhalla, Greenville, and Williamston, all being authorized by law to confer collegiate degrees. For statistics, see Table VIII of the appendix, and a summary in the report of the Commissioner preceding. 296 REPORT OF THE COMMISSIONER OF EDUCATION. SCIENTIFIC AND PROFESSIONAL INSTRUCTION, SCIENTIFIC. In the South Carolina Agricultural College and Mechanics’ Institute of Claflin University, Orangeburg, there is a scientific and agricultural course of 4 years, which is especially adapted to the wants of those who desire a higher education for indus¬ trial pursuits. The college has an experimental farm of 116 acres, which, with other lands under the control of the Claflin board, contains about 150 acres of choice land, mostly under cultivation. There is a carpenter shop for practical instruction, and other mechanical departments will be opened as means shall warrant. Students are paid for labor, and can thus aid materially in their own support during the collegiate term. About $5,000 annually are appropriated from the agricultural land grant fund to sustain this institution, which is for colored students and admits both men and women. A similar institution for whites was established in 1880 at Columbia, but no detailed information regarding it is at hand. PROFESSIONAL. Theological instruction was given in the Theological Seminary of the Presbyterian Church, Columbia, and in Baker Theological Institute, Methodist Episcopal, a depart¬ ment of Claflin University. The former had 26 students during 1879-’80, but in the fall of 1880 it was suspended on account of loss of funds and teachers, to be reopened, it is hoped, in 1882. — (Return.) The Medical College of the State of South Carolina , Charleston (“regular”), reports 72 students in 1879-’80 and 25 graduates, but conferred the medical degree on 30 and a degree in pharmacy on 2. The course is of 3 years, including 2 lecture terms of 20 weeks each. No preliminary examination wa3 required for admission. — (Return.) SPECIAL INSTRUCTION. EDUCATION OF THE DEAF AND DUMB AND THE BLIND. The South Carolina Institution for the Education of the Deaf and Dumb and the Blind, Cedar Spring, founded in 1855, reported 56 pupils admitted in 1880, with an average attendance of about 46. Instruction is given in the English branches and Latin, also in broom and brush making and in bead work. A teacher of articulation was employed for the first time in 1880. — (Report and return. ) EDUCATION OF ORPHANS. In answer to inquiries respecting homes and asylums for orphan or dependent chil¬ dren information was received from the Holy Communion Church Institute, Charles¬ ton, which was incorporated in 1876 but organized in 1867; it had admitted 2,100 pupils, between 10 and 18 years of age since the foundation, and reported 125 resident and 81 day scholars in 1880, who were taught the ordinary English branches and linear drawing. Workshops are to be added in a year or two. The Thorn well Or¬ phanage, Clinton, incorporated in 1872 and organized in 1876, reported 41 inmates between 5 and 13 years of age since the foundation and 28 in 1880. They are taught, in addition to the common branches and instrumental and vocal music, farming, printing, house painting, bracket sawing, sewing, cookery, and laundry work. The Charleston Orphan House reported for 1879 as follows: Inmates, 235; Kindergarten and common school instruction given ; also, teaching of sewing, laundry, and kitchen work.— (Returns and reports.) EDUCATIONAL CONVENTIONS. teachers’ associations. The school laws throughout the decade have required vthe county school commis¬ sioners to encourage the formation of associations of the teachers for mutual improve¬ ment, and also have required them to attend the meetings of such associations and give such advice and instruction as to their management as might contribute to their efficiency. But with the exception of 6 held in 1875, with an attendance of 60, of 4 in 1876, of 5 in 1878, of 24 in 1879, with unknown numbers, and of the 2 teachers’ in¬ stitutes in 1880, with an association meeting growing out of one of these, there is no note in the State reports of either county or State associations. SOUTH CAROLINA. 297 CHIEF STATE SCHOOL OFFICER. Hon. Hugh S. Thompson, State superintendent of education , Columbia. [Second term, January 1, 1879, to January 1, 1881.] Hon. J. K. Jillson was superintendent from 1868 to 1876 ; since then Mr. Thompson has filled the place and was again reelected in 1880 for the term from J anuary 1, 1881, to January 1, 1883. 298 REPORT OF THE COMMISSIONER OF EDUCATION. SUMMARY OF EDUCATIONAL STATISTICS 1873-74. 1874-75. 1875-76. POPULATION AND ATTENDANCE. 316, 528 103, 856 . 420,384 325, 312 108, 819 434, 131 426, 612 Colored in public schools _ - _ _ _ 258, 577 161, 089 199, 058 136, 805 194, 180 125, 908 d 31, 416 d 17, 820 Average daily attendance in the same ... _ _ Pupils in public and private schools _ _ Average daily attendance in both ...... _ SCHOOLS AND SCHOOL PROPERTY. Public schools for white youth _ _ _ 4,227 923 5,150 3, 070 827 3, 897 ' 152 156 3,156 $1, 048, 944 72 dl, 083 3,396 814 4,210 $32 18 dl, 251 Public schools for colored youth.. .... .... .... Whole number of public schools _ _ _ 3, 942 Graded public schools _ _ _ _ _ Consolidated schools _ _ _ _ _ _ _ _ _ 174 Public school-houses _ _ _ _ _ _ _ Value of same with sites, furniture, &c . . . Average time of public school, in days _ _ 85 74 Private schools reported _ _ ... _ _ _ TEACHERS AND THEIR PAY. White teachers in public schools _ _ 4, 630 921 5,551 $33 03 3, 384 781 e4, 210 $30 85 Colored teachers in public schools _ ...... Whole number in public schools _ _ _ _ Average monthly pay of teachers. _ _ _ Teachers in private schools _ _ _ _ _ Whole number in private and public schools.. INCOME AND EXPENDITURE. Whole income for public schools . . $998, 459 977, 376 $2, 512, 500 $740, 316 703, 358 $2, 512, 500 $838, 735 698, 220 $2, 512, 500 Whole expenditure for public schools.. _ _ _ _ STATE SCHOOL FUND. Amount of permanent fund _ _ _ _ ....... a The school age was 6-21 till 1879, when it was made 6-18. 6 From 13 out of 94 counties there was no report for white pupils ; from 2, none for colored, c A later number returned from 89 counties. TENNESSEE, 299 OF TENNESSEE — 1873-’74 TO IS 79 -’SO. 1876-77. 1877-78. 1878-79. 1879-’80. Increase or de¬ crease since 1878-79. Increase or de¬ crease since 1875-76. 330, 935 336, 817 388, 355 403, 353 I. 14, 998 I. 78, 041 111,523 112, 100 126, 288 141,509 I. 15, 221 I. 32, 690 442, 458 448, 917 514,643 544, 863- I. 30, 219 I. 110,731 &171, 535- 206, 810 208, 858 229, 290 , I. 20, 432 M3, 043 54, 342 55, 829 60, 851 I. 5,022 c 227, 643 261, 152 264, 687 290, 14l I. 25, 454 I. 95, 961 142, 266 172, 198 186, 162 191,461 I. 5, 299 I. 65, 553 28, 291 31, 730 35, 077 41, 088 I. 5,991 17, 213 22, 060 23, 789 28, 407 I. 4,618 292, 882 299, 694 331, 209 I. 31, 515 194, 258 209, 951 219, 868 I. 9, 917 3, 640 4,205 4,385 4,334 D. 51 I. 1,264 964 1,141 1,227 1,188 D. 39 I. 361 4,604 5, 346 5,612 5, 522 D. 90 I. 1,625 196 243 267 232 D. 35 I. 80 171 257 275 267 D. 8 I. 111 3,388 3,575 3, 793 4,045 I. 252 I. 889 $1, 045, 266 $1, 051, 399 $1, 162, 685 $1, 066, 995 D. $95, 690 I. $18, 051 70 77 69 68 D. 1 D. 4 1, 025 988 1, 287 1,450 I. 163 4,013 4,457 4, 735 4,707 D. 28 I. 1,311 988 1,135 1,267 1,247 D. 20 I. 433 5,001 5, 592 6, 002 5, 954 D. 48 I. 1,744 $28 53 $28 12 $25 67 $26 66 I. $0 99 D. $5 52 1,147 1,162 1,467 1, 665 I. 198 7,469 7,619 I. 150 /$718, 423 $904, 428 $785, 051 $799, 217 I. $14, 166 D. $39, 518 /699, 513 794, 232 710, 652 724, 862 I. 14, 210 I. 26, 642 $2, 512, 500 $2, 512, 500 i $2, 512, 500 $2, 512, 500 d Reported from 66 counties. e Includes 45 unclassified. /Returns to Bureau of Education. 300 REPORT OF THE COMMISSIONER OF EDUCATION. STATE SCHOOL SYSTEM. OFFICERS. A State superintendent of public schools, nominated biennially by the governor and confirmed by the senate, has general supervision of the school system. Since 1875, he has been aided by a State board of education, composed of the governor and six civil¬ ians appointed by him, with change of two biennially. Each county court chooses biennially “ a person of literary and scientific attainments and, if practicable, of skill and experience in teaching ” as county superintendent. His duties have been in¬ creased since 1879 by imposing upon him the chief responsibility for the management of county school finances, &c. Three school directors are chosen in each school dis¬ trict by the voters for three years’ terms, with change of one each year. Until- 1873, three district commissioners, elected for two years’ terms and acting as a board of education, fulfilled duties similar to those of the district directors. — (Laws of 1870, 1871, 1873, 1875, and 1879.) OTHER FEATURES OF THE SYSTEM. The schools, which are separate for whites and blacks, are sustained by the pro¬ ceeds of a State school fund of $2,512,500, bearing interest at 6 per cent., by a poll tax of $1 annually (50 cents until 1873) on each male citizen; by a State tax, since 1873, of 1 mill on the $1 of all taxable property, and, if necessary in order to keep the schools open five months, by another county tax, the whole sum not to exceed the entire State tax. Until 1875, a district tax for purchasing school furniture, building school-houses, &c., was allowed. The distribution of the school fund is according to the last annual enumeration of children of school age, which age was 6 tq 18 until 1879, then 6 to 21. Teachers to be employed and to receive pay must have duly au¬ thorized certificates. The studies required in the public schools were orthography, reading, writing, arithmetic, grammar, geography, elementary geology of Tennessee, and history of the United States. Yocal music may also be taught. In 1879, instruc¬ tion in the elementary principles of agriculture was added and further provision for industrial training was urged. — (Laws of 1870, 1871. 1873, 1875, and 1879.) GENERAL CONDITION. The statistics for the year ending August 31, 1880, are for 91 counties, the super¬ intendents of 3 counties failing to report. An advance of 25,454 in public school enrolment and of 5,299 in attendance over the preceding year is noticed, and it is thought that the present system, improved by certain changes made by the law of 1879, will continue to show progress in years to come. Although a slight decrease (of 90) in the number of schools was noted, 252 more buildings for school purposes were reported. The average monthly salary of teachers also increased 99 cents. The income for public schools, minus balances on hand, was larger by $14,166. Where the public schools do not show advance, traces of a desire for schooling may be seen in the reports from private schools. In these schools a marked increase in enrolment and attendance and in the number of schools was noticed, and, although the public school teachers diminished in number, so great was the increase of those employed in private schools that the total for the State increased by 150. The State superintend¬ ent says that, while the school system is not yet what it should be, its benefits are increasing continuously, and it bids fair to override opposition and to extend its ad¬ vantages to all who may stand in need of them. Higher standards are being insti¬ tuted for teachers, and they seem to be trying to gain through institutes and other means a knowledge of the best methods of imparting information. The people too are manifesting great interest in education, and suggestions of Superintendent Trous¬ dale in regard to grading district schools and in regard to holding normal institutes have been adopted in part, so that the future outlook is promising.1 — (State report.) R^SUMIE FOR TEN YEARS. The system of public schools in this State attempted to be established by act of 1870, although it contained many excellent features, virtually failed because of its in¬ herent weakness as a whole. It was neither a State nor a county system distinctively, but drew its leading characteristics from both ; consequently, wanting a general head, it lacked unity and vitality. The law embodied the essential elements of an efficient general system of elementary schools, but it needed to be supported by correspond¬ ing action on the part of the people, as there was no general or county leadership of school interests provided for and as even the existence of schools in any county was left wholly to the people’s choice. In 1872, when the State was canvassed by the State agent of the Peabody fund, there was not a single school to be found in some of the 1 These suggestions were made with special reference to the year 1880-’81, and will he more fully noticed in the report of the Commissioner for that year. TENNESSEE. 301 counties, nor were any efforts made by the citizens to remedy tbe deficiency. His re¬ port was tbe means of tbe passage of tbe law of 1873 restoring State and county super¬ vision. Prior to tbat, only 29 counties levied any school tax and in some of these the tax was merely nominal. The reorganization aroused some of the counties to supple¬ ment the State tax, but in 1873 there were 25 counties not levying an additional tax, and in 1874 some 27 failed to raise one. Since then the march of progress has been slow but steady, and 84 out of 94 counties have by levying a tax endeavored to further the educational movement. A glance at the statistical table will show where the advance is most apparent. What is now most needed seems to be a strongly supporting public sentiment and capable and efficient teachers, so that, through harmonious coopera¬ tion, one system will be formed from the primary school to the university. — (Laws, 1873; State report, 1880; address of H. M. Doak, at the Nashville centennial, &c.) AID FROM THE PEABODY FUND. During the decade the trustees of this fund have given $187,000 towards the perma¬ nent establishment of a good school system in this State. Starting out with $22,000 in 1870, the largest amount, $36,800, was furnished in 1873-74. Since that date, the schools being on a firmer basis, the annual help has been less, and in 1880 was only $1,900, besides what was given to the normal college. That amount was divided as follows: Congressional district institutes, $1,000; colored institutes, $300; Jackson City graded schools, $800. This last grant to the city schools was to aid in the con¬ tinuance of the graded system which had just been organized and which was liable to suffer from a deficit of the school fund. Forty bronze medals were also supplied by the general agent to be offered as an incentive and reward to meritorious scholars in gram¬ mar and secondary schools. No medal was to be awarded on less than 90 per cent, general average. The recipients were to be placed on the Peabody roll of medalists. — (Reports of trustees of Peabody fund and State report for 1880.) KINDERGARTEN. Two of these schools were reported in 1878 and in 1879, one connected with a Young Ladies’ School at Memphis, the other a part of Nashville Academy, Nashville. Noth¬ ing has been heard of them for 1880. For statistics of former reports, see Table Y of the appendix, and a summary in the report of the Commissioner preceding. CITY SCHOOL SYSTEMS. OFFICERS. For cities there are boards of education, their number and constitutions being de¬ termined by special law's; the members are elected by the people, with partial changes each year. The boards elect superintendents not of their own number. STATISTICS. Cities. Population, census of 1880. Children of school age. Enrolment in public schools. Average daily at¬ tendance. Number of teachers. Expendi¬ ture. Chattanooga . Knoxville 1 . Memphis . Nashville . 12, 692 9, 712 33, 593 43, 543 3, 061 2, 751 12, 460 2, 185 1,759 4,105 6, 098 1, 390 1,253 2, 389 4, 299 30 29 63 96 $25, 621 14, 922 49, 000 89, 343 ADDITIONAL PARTICULARS. Chattanooga had a school population of 1,961 whites and 1,100 colored; owned 3 and rented 7 buildings for its public schools, affording 27 rooms for study and recita¬ tion and 3 for recitation only. The schools were classed as primary, grammar, and high, with an increased enrolment of 298 and 285 more in average daily attendance, reaching a per cent, of such average attendance on average belonging of 95. There were 6 male and 24 female teachers employed through 158 of the 180 days of school year. School property was valued at $37,000 ; in private and parochial schools there were 350 enrolled. Notwithstanding many disadvantages, there is said to have been creditable progress. — (City report and return.) Knoxville in 1879- 80 had for its 2,751 children of school age 4 school buildings, with 29 rooms, valued, with furniture, at $26,600, but insufficient in sittings, except by dividing the first and second grades into morning and afternoon classes. The popula¬ tion had increased 692 ; children of school age, 521 ; enrolment, 250 ; and average daily attendance, 323. The per cent, of average daily attendance on number belonging was 94, a gain of 2 per cent. The second year of the new superintendency continued the general improvement in the schools noticed in 1879. Of the new methods introduced 302 REPORT OF THE COMMISSIONER OF EDUCATION. as a result of sending an agent to gather from the model schools of the nation the best methods of instruction and discipline, not one had failed, hut had been improved in the hands of apt and skilful teachers. During the year a good building was completed and occupied by colored children as a “ free industrial school,” an account of which is given under Special Instruction.— (City report.) Memphis in 1879-’80 had for its school population 10 school buildings, with 63 rooms for study and 3,780 sittings. The schools were classed as primary, grammar, and high; the graded course in the two former covered 8 years; in the high school, 3. Of the 63 teachers 58 were females, the 5 male teachers including the principals of the higher grades. The schools were taught 149 of the 151 days of school year. In the city population there was a decrease of 11,407 as compared with previous year ; while the other statistics remained the same, except in expenditure, which increased $19,778. — (Return.) Nashville . — In the absence of a city report for 1879-’80 we can note only the facts stated in a return. These indicate a general progress, under the continued classifi¬ cation of the schools as primary, intermediate, grammar, and high, the course in the first covering 3 years, in the second and third 2 each, and in the last 3, making in all 10 years. Promotion from grade to grade is allowed only at the end of each school year, as the result of examination at that time. There were 12 school buildings, with 53 rooms, affording sittings for 4,760, and valued, with sites, furniture, and apparatus, at $193,600. The reported population increased 15,583; children of school age, 3,414 ; enrolment, 1,876 ; and average daily attendance, 1,108. There was a gain in teachers of 15. Special instruction was given in music, drawing, and penmanship. Private and parochial schools had 8 buildings, with 1,200 sittings and an enrolment of 400. — (Return.) TRAINING OF TEACHERS. NORMAL SCHOOLS AND NORMAL DEPARTMENTS. The Normal College in 1879-’80 continued to occupy the buildings of the University of Nashville and to prosecute its work of preparing teachers for the schools. This was done without aid from the State, county, or city, as such, but from the Peabody fund, with $4,000 from citizens of Nashville and vicinity; while the students had the advantage not only of the buildings of the university, but also of its library of 10,000 volumes, chemical laboratory, apparatus for illustrating physics, and museum of natu¬ ral history. Under the presidency of Eben S. Stearns, d. d., there were 7 instructors and 137 normal students — 62 of them from Tennessee — while at the close of the school year 7 baccalaureates and 61 seniors were graduated. Of the baccalaureate class 6, of the senior 14, of the middle 16, and of the junior 6, had maintained an average of 90 per cent, in their studies. The diploma of the university is given to those only that have completed the 3 years’ undergraduate course, who receive the degree of licentiate of instruction, the possession of which renders such graduates eligible as teachers in any county of the State without the examination otherwise required by law; while the degree of b. a. is given to such as go through the advanced or baccalaureate course, involving an additional year of study. — (Catalogue of University of Nashville.) At the University of Tennessee, Knoxville, there was a normal school of 4 weeks in the summer of 1880, under 6 instructors and 3 lecturers, with an attendance of 99 pupils, the originator of this movement being Prof. S. H. Lockett, of the university ; attendance was free to all. Of the 13 others reporting in 1879, all but 3 report again in some form for 1880, the East Tennessee University, Athens (1867), and Vanderbilt University, Nashville (1875), showing the same arrangements for normal instruction, but without note of any nor¬ mal students ; Humboldt Normal Institute, Humboldt, a teachers’ training course of no specified duration, with 6 students; Knoxville College, Knoxville (1875), a 2 years’ preparatory normal course and a 4 years’ normal and scientific, with 69 students in the main school and 55 in the East Knoxville branch ; Maryville College, Maryville, a normal class organized every year, and 21 normal students; Le Moyne Normal Insti¬ tute, Memphis (1871), a 2 years’ course for teaching, with 122 pupils; Fisk Univer¬ sity, Nashville (1866), a normal department of 4 years for the common school course and a 3 years’ higher normal, with 166 students in the two, of whom 13 graduated ; Central Tennessee College, Nashville (1866), a normal class of 170 in its 3 years’ course ; Nashville Normal and Theological Institute, Nashville (1866), a 3 years’ normal course, with 130 students; and Winchester Normal, Winchester, 249 students, and a normal course which followed Ogden’s Outlines of Pedagogical Science. Besides these, the following presented some report for 1879-’30 : Freedmen’s Nor¬ mal Institute, Maryville (1872), with a teachers’ elementary course of 2 years and a teachers’ advanced course of 1 year, 57 students, and 9 graduates; Warner Institute, Jonesboro’ (1877), meant to carry pupils from the alphabet into studies preparatory to college, with 31 normal students up to 1879, but no note of those for 1879-’80; and finally Maryville Normal School, Maryville (1878), presenting courses of study cover¬ ing 3 years,’ in which were 75 normal students. — (Catalogues and returns.) TENNESSEE. 303 INSTITUTES FOR TEACHERS. Superintendent Trousdale reports for 1879-80 that much of the success attending the growth of sound sentiment among the people is due to the congressional district institutes held under his supervision by means of aid from the Peabody fund. Twelve were held during the year at as many given points in the State, being attended by many of the ablest teachers. Twelve others were held for colored teachers, under the auspices and direction of the State Teachers’ Institute, also aided by the Peabody fund, resulting in a large measure of improvement of the 266 teachers who attended them. Besides these general institutes there were 254 county institutes or meetings of teachers for conference and mutual improvement. From accounts given in papers received at this Bureau, the exercises of these insti¬ tutes seem to have embraced a wide range of practical topics, at once varied and useful. — (State report.) EDUCATIONAL JOURNALS. The Tennessee department in the American Journal of Education, at St. Louis, Mo., ceased in 1880 from the death of the editor, W. F. Shropshire, superintendent of Obion County; that in the Eclectic Teacher, at Louisville, Ky., was continued till February, 1880, when, with other information as to State systems, it came to a sudden close. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. Schools of this class appear in 1879-’80 in the reports and returns from Chattanooga, Knoxville, Memphis, and Nashville ; but the first and third show only the employ¬ ment of a principal and assistants, without note of pupils or studies for that year ; 1 the second shows only studies reaching a respectably high grade in English and Latin ; while the last presents distinctly a school with a principal and 6 assistants, 261 pupils, and a good 3 years’ Latin and English course. OTHER SECONDARY SCHOOLS. For statistics of business colleges, private academic schools, and preparatory de¬ partments of colleges, see Tables IY, VI, VIII, IX, and X of the appendix; for sum¬ maries of their statistics, see corresponding tables in the report of the Commissioner preceding. Many academic schools in this State, under a law allowing what are called consoli¬ dated schools, receive public pupils as free scholars so far as relates to pay from them¬ selves or their parents, receiving for their tuition in common school branches a cer¬ tain rate of pay from the public school officers of the district. The contract with such schools or the teachers in them may also include higher branches if the trustees choose. Some high school instruction is probably thus secured without any specific presenta¬ tion either of the course, the number of pupils, or the measure of advance. SUPERIOR INSTRUCTION. COLLEGES FOR YOUNG MEN OR FOR BOTH SEXES. Of the 21 colleges and universities in this State from which recent information has been received, 10 were for both sexes, while 11 were exclusively for men. Six report themselves as non-sectarian and 5 as under Presbyterian, 4 under Methodist, and 2 under Baptist influence, while the Roman Catholic, Lutheran, Protestant Episcopal, and Christian churches were each represented by 1. Five were organized during the last decade and 8 during the previous one ; 1 was opened in 1853 ; 4 dated from 1840 to 1850; 1 was organized in 1808 ; 1 in 1819, and the oldest, Greeneville and Tusculum College, Tusculum, in 1794. Woodbury College, Woodbury, organized in 1859, is not included in the above summary, no information having been received from it since 1877. The colleges and universities opened during the last 10 years are Mosheim In¬ stitute, Mosheim (1870), Christian Brothers’ College, Memphis (1871), Vanderbilt University, Nashville, and Southwestern University, Jackson (1875), and Winchester Normal, Winchester (1878). The last seems intended especially to train teachers, but it embraces a fair collegiate curriculum and gives collegiate degrees, the plan being that of independent schools, of which there are 10. Special importance is at¬ tached to the principle of coeducation. Mosheim Institute also admits women, but the other 3 organized during the decade are exclusively for men. Vanderbilt Univer¬ sity, the most important of these, owes its foundation to Cornelius Vanderbilt, of New York, who, desiring to aid education in the South and West, in 1873 gave $500,000 and subsequently an equal sum for its establishment. Only half of this million could be used for buildings, furniture, &c. ; the other half was invested and the income re¬ served to carry on the institution. Departments of literature and science, of theology, 1 Memphis, in a report for 1880— ’81, presents a high school coarse of 3 years, with 81 pupils enrolled. 304 REPORT OF THE COMMISSIONER OF EDUCATION. law, and medicine were opened in the fall of 1875; those of dentistry and pharmacy have since been added. The Southwestern Baptist University was opened during the same year, in the buildings of the West Tennessee College, with property valued at $70,000, $68,000 in productive funds, and a department of literature and science and one of law. The Christian Brothers’ College, opened at Memphis in 1871, gives in¬ struction in preparatory, classical, scientific, and commercial studies, and had 60 un¬ dergraduate pupils in 1879-’80 against 37 in 1873. The 19 colleges and universities which report the number of students attending in 1879-80 had a total of 1,996 undergraduates. All had preparatory departments, 11 beginning with primary studies and generally having low standards for collegiate work ; all had classical courses, usually of four years, for the degree of a. b., although in 7 the plan was that of independent schools, 11 also made provision for scientific study, 4 for graduate, and 6 for normal, 9 prepare for business, 11 give more or less instruction in theology, 3 have departments of law, and 3 of medicine. Carson College, Mossy Creek, received a gift of $15,000 in real estate to aid in the education of theological students ; Central Tennessee College, Nashville, $300 in small amounts for the same purpose ; and the University of the South, Sewanee, 2,000 books and 1,500 pamphlets from Rev. Theo. Nole. The University of Tennessee , Knoxville, was formerly known as East Tennessee Uni¬ versity and chartered as such in 1808. In 1879 the name was changed, and the uni¬ versity, united with the agricultural college, became fully a State institution. The governor was authorized to appoint a board of visitors on behalf of the State, whose duty it is to visit the university at least once a year and report to him. The law also makes it the duty of school superintendents to hold annual competitive examinations of applicants for appointment as State cadets. The course of study has been mate¬ rially modified, greatly enlarged, and its flexibility increased by the further adoption of the elective principle, though under careful supervision ; the enlargement being mainly in the sciences relating to agriculture and the mechanic arts. The depart¬ ments remain as before, viz: collegiate, subcollegiate, and medical. In the collegiate department, besides 2 general courses for the degree of b. a. and b. s., are 5 technical courses also of 4 years, and 2 special ones of 2 years each, which will be further noted under scientific instruction. As a further step in the direction of practical education a business course has been arranged, also a normal course of 2 years. There were iu the collegiate department of the university 154 students and in the preparatory 131, a total of 285 in 1879-’80 against 300 in 1875-76. It appears, from a careful compar¬ ison of the statistics for 5 years, that while the whole number of students decreased very slightly there was a considerable increase in the proportion of collegiate to pre¬ paratory students. The results show not only a steady progress within the university, but also the growing ability of the schools (in large part, it is claimed, through the agency of the university) to prepare their pupils for collegiate work. In only one point has the university failed to show the progress which its friends hoped for : the number of State students in 1875-76 was 65 per cent, of that allowed by law, while in 1878-79 it was only 63 per cent. The proportion in 1879-’80 is not given. For statistics of colleges reporting, see Table IX of the appendix ; and for a sum¬ mary of these statistics, the report of the Commissioner preceding. INSTITUTIONS FOR THE SUPERIOR INSTRUCTION OF YOUNG WOMEN. Out of 16 colleges and seminaries exclusively for women recently reporting from this State (all but 2 of them authorized by law to confer collegiate degrees), 11 report a total attendance of 1,248 students in all departments during 1879-80. A large ma¬ jority were denominational institutions. Three only were organized during the decade. Of the 11 reporting, all teach French, all but 1 both French and German, while 2 add Italian and 1 Spanish. For further statistics, see Table VIII of the appendix, and for a summary, the report of the Commissioner preceding. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. Provision is made for instruction in a variety of scientific and technical branches in the State University, Knoxville. There are 5 technical courses of 4 years, viz: (1) in civil engineering, (2) in mechanical engineering, (3) in mining engineering, (4) in agriculture, and (5) in applied chemistry. There are also 2 partial courses, each of 2 years, for students whose time or means may not allow a full one. One is a course in practical agriculture ; the other, a surveyor’s course in applied mathematics. In the former students work on the farm and study on alternate days, being paid for work according to a fixed scale of prices, and are thus enabled to pay their board by the proceeds of their labor. Tuition is free to all State appointees ; and it is hoped by- means of this short course to bring the advantages of the university within the reach of the largest number of the farming community. General courses in science are found TENNESSEE. 305 in 10 of the other universities and colleges, some of them also having courses in civil engineering. For statistics of scientific schools reporting, see Table X of the appendix, and for a summary of it, the report of the Commissioner preceding. PROFESSIONAL. The theological schools reporting are the Theological School of Cumberland Univer¬ sity, Lebanon (Cumberland Presbyterian), Nashville Normal and Theological Insti¬ tute (Baptist), Fisk University Theological School, Nashville (Congregational), the theological departments of Central Tennessee College and of Vanderbilt University, Nashville (both Methodist Episcopal), the theological department of the University of the South, Sewanee (Protestant Episcopal), and the theological department of Bnrritt College, Spencer (Christian). All but Burritt College report courses of theo¬ logical study covering 2 or 3 years ; in this, the length of course is not given. No ex¬ amination for admission beyond the common English branches is required by any, as far as can be ascertained. Three were organized since 1870, that of Vanderbilt University in 1875, that of the University of the South in 1878, and that of Burritt College in 1879. The Nashville Normal and Theological Institute (organized in 1866) is an unincorporated missionary training school for preachers and teachers. It had 50 students in 1879-’ 80. The other 6 institutions reported an attendance for the year of 167. Besides the colleges mentioned, 3 others give theological or biblical instruc¬ tion in connection with the collegiate course. Legal training is given in courses of 2 years in the law school of Cumberland Uni¬ versity, Lebanon, in that of Vanderbilt University, Nashville, and at Central Ten¬ nessee College, Nashville. The last is reported now for the first time, and appears to have been recently established, but the date of its opening is not given. There were in Vanderbilt University 53 students of law during 1879-’80; in Cumberland, 38, of whom 27 were graduated in 1880, and in Central Tennessee College, 2 students in the junior class. A fine building has recently been erected for the law department of Cum¬ berland University, in great part through the munificence of Judge Robert L. Caruth- ers, after whom the hall is called. The “regular” medical schools are the Nashville Medical College (a department of the University of Tennessee, Knoxville), organized in 1876; Meharry Medical Depart¬ ment of Central Tennessee College, Nashville; the medical department of Vanderbilt University, Nashville (1874) ; and the medical department of the University of Nash¬ ville (1855). The faculty of the last named seems to be identical with that of the Vanderbilt Medical School, as also is the length of lecture course, which covers only about 19 weeks, a week less than the minimum course prescribed by the American Medical Association. Students must attend 2 such courses in order to graduate, be¬ sides having spent “at least 33 months” in medical study. A year at Vanderbilt Uni¬ versity in the schools of chemistry, physics, and natural history is accepted as an equivalent for one year of medical study. A 3 years’ graded course is recommended, but not required. The medical department of Tennessee University presents a 2 years’ course of 24 weeks, besides 1 year of previous medical study. There is no preliminary examination for admission. Meharry Medical Department, one of the two institutions in the United States for the medical education of colored students, presents the ordi¬ nary 3 years’ course, the 2 lecture sessions being of 20 weeks each, and proposes soon to require a 3 years’ graded course, in which no extra charge will be made for the last year. A new building for the school, completed in 1880, was erected principally through the generous donations of members of the Meharry family. Departments of dentistry and of pharmacy , as has been already noted, now form a part of the course in Vanderbilt University ; provision is also made for dental training in the medical department of the University of Tennessee. The dental training in both schools requires attendance on 2 lecture courses of 5 months each, with approved dental work, both operative and mechanical; the pharmaceutical, at Vanderbilt, a like attendance, with 3 hours of practical work daily in the laboratory and pharma*- ceutical manipulations one afternoon each week, in place of the usual 4 years’ appren¬ ticeship. The Tennessee College of Pharmacy, formerly at Nashville, has temporarily suspended. For statistics of the above schools, see Table XIII of the appendix, and a summary of it in the report of the Commissioner preceding. SPECIAL INSTRUCTION. EDUCATION OF THE DEAF AND DUMB. The Tennessee School for the Deaf and Dumb, Knoxville, dating from 1845, had 114 inmates in 1880 and 111 remaining in December of that year. The instructors were 7 in number. The biennial report for 1879 and 1880 has not reached this Bureau os this goes to press, but it is presumed that the common school branches and the indur- trial employments heretofore reported are continued. — (Annals of the Deaf and Dumb ) 20 E 306 REPORT OF THE COMMISSIONER OF EDUCATION. EDUCATION OF THE BLIND. The Tennessee School for the Blind, Nashville, dating from 1846, reports that the remodelling of the building, which has been in progress for several years, has now re¬ sulted in a large, convenient, and well planned establishment, and that while these repairs involved a diminution in the number of inmates received, there were 67 pupils under training in 1879 and 1880, while in December, 1880, there were 35 present. The act by which an appropriation was made for the enlargement of the building limited the applications for admission by specifying a certain age. The hope is expressed that in order not to exclude many worthy persons, scattered throughout the State, such limitation will be removed and sufficient funds appropriated to admit all. The common and some of the higher branches were taught; also, calisthenics, music (on different instruments), piano tuning, and various industrial employments. — (Bien¬ nial report.) INDUSTRIAL TRAINING. The Girls9 Industrial Home, Knoxville, was first organized in December, 1873, as the Knoxville Benevolent Association, and received its present name in April, 1874. Sixty-nine girls have been under training in sewing and domestic work since the organization and 19 were present in the latter part of 1879. These girls attend the public schools. In connection with the public school system of Knoxville, Miss Emily L. Austin has established a free industrial school for the colored race. Aided by contributions from that race and from others in northern cities, a fine building has been erected, and in 1879- 80 it was opened as the Knoxville Industrial School. Sewing is taught, and a “kitchen garden7’ (that is, regular Kindergarten instruction in relation to domestic work) is a part of the system. Instruction in cookery will also be given in the near future. — (Circulars and Knoxville report.) EDUCATION OF ORPHANS. Memphis reports the Canfield Orphan Asylum, chartered December 25, 1878, and the Church Orphans7 Home, founded in 1867 ; Nashville, the St. Mary’s Orphan Asylum and the Nashville Protestant Orphan Asylum, which last was incorporated and or¬ ganized in 1845. These four institutions are sustained by appropriations and contri¬ butions. The Canfield Home does not yet give instruction to the inmates. The others teach reading, writing, arithmetic, and sewing and housework. Singing is also taught at the Church Home and at the St. Mary’s Asylum. — (Returns.) For any other like institutions reporting and for statistics of those mentioned above, see Table XXH of the appendix. EDUCATIONAL CONVENTIONS. TENNESSEE STATE TEACHERS7 ASSOCIATION. This association met at Pulaski August 26-27, 1880. The following subjects were discussed : “Agriculture in our public schools,” by Hon. T. B. Harwell ; “ Reading and writing in primary schools,” Prof. Frank Goodman; “School discipline,” Prof. R. P. Yancey; “The press and popular education,” S. T. G. Doak; “Penmanship,” Dr. Wm. Austin Smith; “Method of teaching history,” Capt. W. R. Gcirrett; “How can the elements of natural science be taught in our public schools?” W. Le Roy Broun; and “Practical education,” Capt. John S. Wilkes. Resolutions of respect were passed touching the death of W. F. Shropshire, president of the association, and of Dr. Barnas Sears, general agent of the Peabody fund. A resolution favoring the intro¬ duction of elementary scientific instruction in the public schools received the appro- bation of the association. — (State report.) CENTENNIAL EDUCATIONAL CONVENTION. In connection with the celebration of Nashville’s centennial, a teachers’ convention was held, the afternoon and evening of May 7, 1880, being set apart for this meeting. Many persons connected with the various public and private schools of the city were present, as well as numerous visitorsffrom different sections of the country. Dr. T. A. Atchison, president of the centennial board of directors, in his speech of welcome, referred to the important part that would have been omitted in the celebration had the schools not been preeminently recognized. The board fortunately considered the subject, an educational committee was appointed, a grand display of school work was made at the exhibition, and a meeting of teachers was called together. Gen¬ eral John Eaton, United States Commissioner of Education, demonstrated the impor¬ tance of the normal school, fefuted the popular objections to higher and special educa¬ tion, indicated the varied relations of statecraft to education, and pictured the future of the State under just and proper educational facilities. Rev. O. P. Fitzgerald, in “ Education in the South,” spoke of the importance of good local officers, the need of well trained, progressive, and enthusiastic teachers, and advocated religious teachers TENNESSEE.' 307 for the whole country. Hon. W. T. Harris, in “ The press as an educator,” referred to the important functions of the school in teaching technical expressions, in giving a broader knowledge of human life and moral civilization, &c., but said that where the dictum of the teacher was accepted as final there could be no independent thought. Then came the press to open the way to a knowledge of events occurring at different points of the globe : the daily newspaper chronicles the events of the world’s life and doings ; the periodical holds up the mirror of nature to man and pictures the customs of all times and all peoples, &c. Prof. E. S. Joynes spoke on “ Educational progress.” He referred to the achievements of the century and to the immense amount of progress made, but felt that the educational results had not been equal to the advancement of society, and that there was danger of education becoming superficial, unless there should be better teachers and more of them. He considered industrial education the most important problem of the age. — (The Daily American, Nashville, May 8, 1880. ) OBITUARY RECORD. W. F. SHROPSHIRE. A member and president of the State Teachers’ Association and for the last seven years superintendent of public instruction in Obion County, Mr. Shropshire was truly a friend of education. A gentleman of cultured mind, he labored hard and faithfully to make the system popular in his county, and was in a measure successful. Reckoned one of the most efficient and energetic superintendents in the State, he was also a writer on educational subjects, being for several years associate editor of the American Journal of Education and directing his efforts in this department to the improvement of the public schools and of the teachers in them. He died August 3, 1880, aged about 45 years. — (American Journal of Education.) CHIEF STATE SCHOOL OFFICER. Hon. Leon. Trousdale, State superintendent of public schools , Nashville. [Third term, March 25, 1879, to March 25, 1881.] Other superintendents in the decade were Hon. "William Morrow, State treasurer, who, with Mr. J. B. Killibrew as visiting assistant, served from 1870 to 1873. Next came Hon. John M. Fleming, 1873 to 1875. Since that date Mr. Trousdale has filled the office, hut is to be succeeded by Hon. W. S. Doak. 308 REPORT OF THE COMMISSIONER OF EDUCATION. SUMMARY OF EDUCATIONAL STATIS 1870-71. 1871-72. 1872-73. 1873-74. POPULATION AND ATTENDANCE. Counties reporting _ _ ...... 1TQ 229, 568 123 228, 355 Youth of school age c . — Whites of school age in public schools. Colored of school age in same.. _ 280, 000 269, 451 Whole public school enrolment . Average attendance daily... . . 63, 504 127, 672 81, 653 4,976 129, 542 83, 082 129, 989 Number in private schools. . . Number reported as in no school _ 1,701 4,381 SCHOOL DISTRICTS AND SCHOOLS. School districts or communities . Public schools organized - ... — . Schools for colored youth in these _ 1, 324 200 2, 067 422 1,874 2, 129 School-houses built in the year - V aluation of these _ : _ _ 76 $78, 815 29 Average time of school in days ....... 210 120 132 Private schools reported ...... _ 82 TEACHERS AND THEIR PAY. f White male teachers in public schools White female teachers _ _ Colored male teachers. _ .......... Colored female teachers. _ ...... Whole number of public school teachers. Average monthly pay of men . . Average monthly pay of women ...... Teachers in private schools _ _ 1,578 1 . 2,233 158 $1,217,101 1,222,221 $2, 474, 593 2, 207 $57 00 2,834 ( $63 00 \ 47 00 INCOME AND EXPENDITURE. Whole income for public schools. .... Whole expenditure for them . . STATE SCHOOL FUND. Amount of permanent school fund reported. $2, 267,972 $1, 444, 536 1,228, 244 $2, 541, 703 $1,046,984- 903, 960 $2, 631, 673 a There is no report for the year 1875-’76, owing to the change then made in the State school system of Texas. TEXAS. 309 TICS OF TEXAS — 1870-’71 TO 1879-’SO. 1874-75. al876-77. 1877-78. 1878-79. 1879~?80. Increase or de¬ crease since 1878-79. Increase or de¬ crease since 1876-77. 97 210, 922 135 164, 294 102,981 30, 587 133, 568 137 194, 353 111, 048 35, 898 146, 946 &145 215, 102 142, 324 50, 330 192, 654 &132 242, 027 138, 912 47, 874 186,786 D. 13 I. 26, 925 D. 3, 412 D. 2, 456 D. 5, 868 D. 3 I. 77, 733 I. 35, 931 I. 17,287 I. 53, 218 124, 567 84,415 20,962 23, 963 47, 411 6, 140 6, 193 1,410 231 $62, 876 73.7 46, 657 5, 837 5,913 1,322 196 *$39, 666 71.7 D. 754 D. 303 D. 280 D. 88 D. 35 D. $23,210 D. 2 I. 25, 695 2, 924 3,901 678 159 $34, 913 66 4,633 905 243 $54,267 88 I. 2, 012 I. 644 I. 37 I. $4, 753 I. 5.7 158 $43, 339 78 2, 439 697 370 3,583 $42 50 26 50 2, 895 760 562 113 4, 330 $42 00 33 00 3,264 1,024 781 182 5,251 $42 35 31 94 2, 266 1,079 817 199 4, 361 $48 51 28 13 D. 998 I. 55 I. 36 I. 17 D. 890 I. $6 16 D. 3 81 D. ' 173 I. 382 I, 447 I. 122 I. 778 I. $6 01 I. 1 63 3, 100 j $53 00 $631, 830 501, 691 $3,256,970 $859, 484 747, 534 $3, 385, 571 $1, 082, 386 941,404 $891, 235 753, 346 D. $191, 151 D. 188,058 I. $259, 405 I. 251,655 $726,236 $2, 726, 888 & Cities and towns that have assumed control of their schools are included, c School age, 6-18 till 1876; afterwards, 8-14. 310 REPORT OF THE COMMISSIONER OF EDUCATION. STATE SCHOOL SYSTEM. OFFICERS. From 1870 (the beginning of the reconstruction school system) to 1876 there was a State superintendent of public instruction appointed by the governor till the first general election, then chosen by the people for a term of 4 years. His aids were, for the first year, a board of school directors (the members of the county court to serve as such) for each organized county, and a board of examiners for teachers, with 3 trust¬ ees for each school subdistrict into which the county might be divided, both examiners and trustees to be appointed by the directors. The next year, 1871, the governor and attorney general, by a law of April 24, were associated with the State superintendent as a State board of education, and the superintendent, with the approval of the gov¬ ernor, was directed to appoint for each judicial district a supervisor of education, these districts then numbering 35. November 29 of the same year came a change of law by which, instead of the 35 supervisors, 13 were appointed, as before, for 13 educa¬ tional districts into which the State was to be divided by the State board, these super¬ visors to subdivide the counties in their jurisdiction into school districts and appoint for each 5 directors. May 22, 1873, another law provided, instead of the county court, 5 elective school directors for each county, who should choose one of their number as president and county superintendent, should divide their county into convenient school districts, and should cause to be elected in each district yearly, in September, 3 school trustees. In 1875 a new constitution dropped the State superintendency ; reorganized the State board of education to make it include the governor, comptroller, and secre¬ tary of state ; and left other school officers to be determined by new laws. Such laws in 1876 and 1879 made the county judge in each county substantially the chief school officer there, with 3 examiners of teachers for the county and 3 trustees for each com¬ munity school allowed to be organized within it, except in cities and towns that had assumed or should assume control of the public free schools within their limits, ex¬ aminers and trustees to be appointed by the judge. OTHER FEATURES OF THE SYSTEM. The age for free schooling was 6 to 18 from 1870 to the autumn of 1876; thereafter, 8 to 14, a shorter period tlxan in any other State. During the earlier years mentioned, attendance was compulsory for all children of school age in good health not taught elsewhere or excused because of distance from a public school, danger from Indians, or prevalence of infectious disease. Since 1876 it has been so entirely voluntary that some county judges think there must be a return to the compulsory system to secure a fair attendance. The schools for white and those for colored pupils have been kept separate since the institution of the State system, and from 1875 have been required to be so ; teachers have been obliged to hold certificates of qualification from the proper officer, and, up to 1876-777, received pay according to the grade of certificate held; since that time, according also to the number of pupils in attendance. The studies prescribed are only the elementary English ones; but towns and cities that have assumed control of their own schools, as they are allowed by law to do, may have what grades and studies they think fit. Local taxes for the support of schools are not authorized under the later school laws, except in such towns and cities, and are there restricted to 5 mills on $1, to be voted only by the taxpayers as an addition to the pro rata of the available school fund received from the State. This fund (which is dis¬ tributed on the basis of children of school age in each community)1 is derived from a poll tax of $1 on each male citizen, from the interest on a permanent fund now of more than $4,000,000, and from appropriations, not to exceed £ of the State revenue, made biennially by the legislature. GENERAL CONDITION. The revised school system of 1876, which came in with many plaudits, reached the height of its influence in 1878-79. The zest of novelty by that time was gone, and such great inherent defects as want of active State and county supervision, of normal train¬ ing for the teachers, and of provision for local taxation for the schools began to show their influence ; hence in 1879- 80 the slenderly remunerated county judges, who had been put in place of county superintendents of free schools, in many cases failed to send reports to the State board of education. Thus, although a census showed that there were 26,925 more children entitled to free schooling, and although 5 more counties and apparently 5 more towns or cities had organized school communities, the whole number of these communities reported was 303 less than in the year before ; the number of public schools reported, 280 less; and the reported enrolment in these iThe school community, which answers here substantially to a school district elsewhere, is a volun¬ tary association of persons living in the same neighborhood in any county for the establishment and maintenance of a school for their ohildren. “When recognized by the county judge, it is entitled to a share of the State funds. TEXAS. 311 schools, instead of rising to meet tlie increase of school children, decreased by 5,868. Partly from the same cause, too, the receipts for schools, as reported, show an apparent falling off of $191,151 ; the expenditures for them, a diminution of $188,058 ; while the already short school term (only 73.7 days in 1878- 79) seems to have been further shortened by 2 full days upon an average for the whole State. For these and other reasons going to demonstrate the defectiveness of the existing system, the State board of education in 1880 recommended to the legislature the restoration of the State super¬ intendency and local taxes in aid of the State funds for schools, with fuller provision for State normal training, while from several of the county judges came expressions of the need of restoring also county superintendency and even compulsory attendance on the schools, some also calling for a restoration of the fixed school district instead of the uncertain and shifting school community. RESUME FOR TEN YEARS. The free school system instituted in 1870 under the constitution of 1868 encountered the strong prejudices then prevailing in the South against northern methods and laws that bore traces of their northern stamp. These prejudices were especially intense against including the negro population among those entitled to free schooling by the State and against local taxes for the maintenance of any schools. Hence, there were in the first years, besides the burning of the school-houses for colored people and a social ostracism of the teachers, efforts to prevent by legal processes the collection of the local tax for educating either white or colored youth. In spite of these hindrances the new school officers worked on. A better feeling on the part of many of the people soon came to aid their efforts, and the record of the first three years showed a sub¬ stantial gain. For the next two years there was a superintendency more of the soil, and hence in better favor with the people, under which some advance was made. But opposition was not silenced, and in 1875, 1876, and afterwards it .showed its strength by breaking down the reconstruction constitution of 1868, by the obliteration of the school system founded on it, and by the institution of a wholly new one, which made the opening of schools in any community entirely voluntary ; made attendance on them, if established, likewise wholly so; did away with the supervision of edu¬ cated officers; shortened from 12 years to 6 years the ordinary time for free schooling by the State ; allowed this to be shortened still more by permitting communities to use a years school funds for a school-house, instead of for teaching ; and, except in cities and towns, made no provision for allowing even those who wished to do so to tax themselves for the extension of their educational advantages beyond mere elementary studies and a 4 months’ annual term of school. This is the system that in 1880 still existed, but which had so demonstrated its inherent weaknesses that the chief State officers were urging its improvement. — (Printed and manuscript reports, State consti¬ tutions, and laws.) Owing to the comparative fulness with which educational statistics have been re¬ ported since the inauguration of the present State system, a comparison has been made between the figures for 1876-77 and those for 1879-80, instead of attempting to show the educational movement for the whole decennial period. AID FROM THE PEABODY FUND. The agents of the Peabody fund have granted from 1874 to 1880 inclusive $49,850 for the improvement of the schools of Texas, in the earlier years chiefly to encourage the formation and maintenance of graded schools, in the later ones largely for the fuller preparation of trained teachers. CITY SCHOOL SYSTEMS. STATISTICS. Cities. Population,! census of 1880. Children of school age. Enrolment in public schools. Average daily at¬ tendance. Number of public schools. Number of teachers. Expendi¬ ture. Houston . 16, 513 20, 597 2, 746 3, 022 1, 601 1, 066 934 23 23 $15, 346 • 17, 632 San Antonio _ 1, 584 20 22 ADDITIONAL PARTICULARS. Houston reported 2 brick and 9 frame school buildings in 1879-’80, all in good order, having purchased during the year 1 with grounds at a cost of $10,000. Of its school population 1,528 were white and 1,218 colored, of whom 688 whites and 457 colored had not attended school, being 42 per cent, of the whole school population. Of the 23 teachers employed 14 were white females and 6 colored females, leaving but 1 white male and 2 colored male teachers. All were paid an average monthly salary of $41.50 312 EEPOET OF THE COMMISSIONS OF EDUCATION. The schools continued to be classed as 1 high, 3 grammar, 10 primary, and a city nor¬ mal school, and were tanght 8 months. There was a decrease in number of school age of 222 from previous year, of 155 in enrolment, of 106 in average daily attendance, and of 8 in teachers, while in schools there was an increase of 9. — (City return.) San Antonio in 1879-80 had 5 school buildings, mostly of stone, with 22 rooms for study and recitation, and 1,100 sittings. The public schools consisted of a high school and 19 different graded schools, one of them for colored pupils, and were classed as primary, grammar, and high, this last having a 4 years’ course, while below it there were 8 grades of 1 year each, 4 being primary and 4 grammar. Of the 22 teachers employed 18 were females. In children of school age there was an increase of 892 ; in enrolment, of 160; in average daily attendance, of 178; in schools, of^M, and in teachers, of 3. The estimated value of school property remained $45,000. This city is considered as one school district, and the schools are free to all between the ages of 6 and 18 inclusive. Educationally San Antonio is said to be the richest city in the State. In private and parochial schools there was an enrolment of about 1,000. — (City return. ) TEAINING OF TEACHEES. STATE NORMAL SCHOOLS. Two such institutions were opened in the autumn of 1879 to prepare teachers for the free schools, one of them for colored pupils. The Sam Houston Normal Institute (for whites), Huntsville, was established in October, under an act approved April 21, 1879, Dr. Bamas Sears, the agent of the Peabody fund, having offered $6,000 a year for two years in aid of such a school (with the expectation of continuing the gift annually) if the State would provide an equal amount. The legislature responded by the passage of a bill appropriating $14,000 annually for the school and providing for its installation in the buildings formerly used by Austin College, Huntsville, if these should be conveyed by valid title to the State with their grounds. The bill was promptly approved by the governor. An efficient principal, eminent for educational services in Georgia, was engaged, with 2 assistants, since increased to 5, and the first session began on Friday, October 10. Two courses of a year each, an elementary and an advanced, were established, with arrangements for a model practice school. Students were to be admitted only on proof of their acquaintance with the studies prescribed for the free schools, the aim not being to train them in these studies, but in the philosophy of human culture and in the best methods of organizing and governing a school. They were all to pledge themselves beforehand to teach in the public free schools of their legislative districts at least a year after leaving the institute. The principal, Mr. Bernard Mallon, died October 21, only 11 days after the opening exercises, but another of proved skill was immediately chosen, and in the first year 107 students were enrolled, of whom 40 gradu¬ ated and 39 engaged in teaching. A summer session was subsequently held for teach¬ ers already engaged in school work. — (State report, return, catalogue, &c.) The school for colored students, Prairie View, commencing October 6, 1879, was organized by legislative enactment approved April 19 of that year, with a principal and 2 assistants. There were 60 pupils in the first 5 months, with an average of 49 at¬ tending, of whom all but 10 were State students whose entire expenses were paid. An hour and a half of labor a day in farm and garden was required of each one. Some embarrassment resulted from the fact that the students were generally lacking in pre¬ paratory attainments, but commendable progress was made. The law requires the admission of at least 1 student from each congressional district and 3 from the State at large. OTHER NORMAL SCHOOLS AND DEPARTMENTS. These for 1830 were Tillotson Collegiate and Normal Institute, Austin (1876) ; Ameri¬ can Normal School, Kelly ville (1878); Yorktown Normal School, Yorktown (1878), and Whitesboro’ Normal, Whitesboro’ (1880). Tillotson Institute, one of the chartered schools of the American Missionary Associa¬ tion, is for the colored race. It and the 2 following were so far recognized by the State as to receive State funds for educating pupils in common school studies. It had 178 under instruction in 1879-’80, of whom 120 were present in the last term, while 50 taught in the schools of their race within the year. It began to occupy an excellent new building near the State capitol in 1880. The school at Kellyville reported 101 normal pupils, under 5 instructors, and graduated 2, both engaging in teaching. York¬ town Normal, with 3 instructors, had 139 pupils in English and German studies, with¬ out indication as to how many of these were normal. That at Whitesboro’, opening in the autumn of 1880, presented no list of pupils for that year, but offered instruction under 5 teachers in 6 years of primary and grammar school studies, with the option, beyond that, of either a commercial or a semicollegiate course, the latter arranged in 6 schools. Its specifically normal instruction was not to begin till 1881. — (Eeports and returns.) TEXAS. 313 TEACHERS’ institutes. Teachers’ institutes are not required by law to he held, and no information of any county institutes which may have been held during 1879-’80 is at hand. In San Antonio institutes or teachers’ meetings were held nearly every Saturday, in which instruction was given with gratifying results in the theory and practice of teaching. EDUCATION AXi JOURNAL. The teachers of Texas now have the valuable assistance in their work of the Texas Journal of Education, a monthly issued at Austin and edited by Hon. O. N. Hollings¬ worth, secretary of the board of education, assisted by Mrs. Hollingsworth. The first number was issued in August, 1880. Its aim is to keep teachers informed as to official proceedings of the State board of education, to discuss the various school systems and methods of progressive educators, and to give the mature thoughts of experienced and distinguished educators. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. There is very little definite information relating to the high schools for 1879-’80, but from such as has come relating to that and former years it is known that such schools have been sustained in Brenham, Denison, Houston, and San Antonio. In Sherman there was added in 1879-’80 to the public graded course a class in the first high school year. The school in San Antonio had a 4 years’ course and employed 2 teachers, but the number in attendance was not given. The Brenham high school in 1877 hoped soon to fit pupils for college; in 1878 classical and scientific courses were established. OTHER SECONDARY SCHOOLS. For information as to business colleges, private academies, and preparatory depart¬ ments of colleges reporting, see Tables IV, YI, and VII of the appendix; for summa¬ ries of their statistics, see corresponding tables in the report of the Commissioner preceding. SUPERIOR INSTRUCTION. COLLEGES FOR YOUNG MEN OR FOR BOTH SEXES. The universities and colleges which send reports for 1879-’80 or for a later year are Southwestern University, Georgetown; Baylor University, Independence; Austin Col¬ lege, Sherman; Trinity University, Tehuacana; Waco University, Waco, and Marvin College, Waxahachie. Two of them were under Methodist Episcopal control; 2 Baptist, and 2 Presbyterian. The 5 first mentioned had a total of 412 undergraduate students in 1 879— ’80 ; Marvin College did not report statistics of attendance for that year; most of them had primary as well as preparatory courses of study, all had classical courses of 4 years, and 4 had scientific courses of equal length; 5 gave instruction in commercial and business studies; 1 had a department of law, 1 a department of theology, and another a special theological course ; all gave instruction in 1 or more modem languages, and 2 in Hebrew; French is taught in all but 1, and German in all but 1; Spanish, in 3; Italian, in 1. Four make provision for teaching music, and 3 for instruction in artistic and ornamental branches also, the latter admitting both sexes. From Salado College, Salado ; Mansfield Male and Female College, Mansfield ; St. Joseph’s College, Brownsville, and Henderson College, Henderson, no late information has been received. Texas Military Institute was closed in 1880, not to be reopened. Of the 6 institutions reporting, 2 have been organized since 1870: Marvin College in 1872 and the Southwestern University (under its present name) in 1873. The latter reports a steady increase in attendance since opening under its new charter. Austin College was moved from Huntsville to Sherman in 1878, its former buildings at Hunts¬ ville being occupied by the State Normal School for whites. The State board of education, in its report for 1879-’80, and the State Teachers’ Association, at its meeting in 1880, recommended to the legislature the immediate establishment of the State University provided for by the constitution of 1876, which directs the legislature to inaugurate the university as soon as practicable, and sets aside a million acres of land for its endowment.1 For statistics of universities and colleges reporting, see Table IX of the appendix and a summary in the report of the Commissioner preceding. 1 Later information shows that definite measures have been taken for the establishment of the university. 314 REPORT OF THE COMMISSIONER OF EDUCATION. INSTITUTIONS FOR THE SUPERIOR INSTRUCTION OF WOMEN. Women were, at last accounts, admitted on equal terms with men in 6 of the 9 col¬ leges and universities above mentioned. There were also 8 institutions exclusively for women, of which all but 1 were authorized by law to confer collegiate degrees. The 5 which report for 1880 had a total of 298 students in collegiate courses. These extended over 4 years in all, except Bryan Female Institute, Bryan, organized in 1873, but not chartered as a college. Another of the 8 referred to was organized since 1870, the Young Ladies’ School of the Southwestern University, Georgetown (1875). This school is operated under the same charter, trustees, curator, and faculty as the uni¬ versity, but has a schedule of studies entirely distinct. For statistics of colleges for women, see Table VIII of the appendix, and for a summary, see the report of the Commissioner preceding. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. Scientific and industrial instruction, as well as literary training, is provided for in the State Agricultural and Mechanical College of Texas. Organized in 1876 on the basis of the congressional land grant, the college has a domain of 2,416 acres, about equally divided into woodlands and rolling prairie. The schools are (1) mathematics, (2) English language and literature, (3) ancient languages, (4) modern languages, (5) agriculture and chemistry, (6) moral philosophy, and (7) applied mathematics. There wrnre 114 students in 1379-80 against 6 in 1876. The president and faculty recommend in the report to the governor for 1879-80 that the present system of elective schools be abolished and a well arranged curriculum of 4 years’ study be substituted, allow¬ ing the Latin and Spanish languages as optional studies, but excluding Greek and French, and making a certain amount of daily labor on farm or in shop compulsory. PROFESSIONAL. Theological instruction is given in a department of Trinity University, Tehuacana (Cumberland Presbyterian), and in Baylor University, Independence (Baptist), which presents a special theological course for students preparing for the ministry. The former reports 14 undergraduate students during 1878-’79, the latter 11. There was no school for 'legal training, the law department of Trinity University having been suspended in 1878-’79. The only medical school reporting is the Texas Medical College and Hospital, Gal¬ veston. In this the requirements for graduation are those prescribed by the American Medical Association : 3 years of medical study, including 2 terms of lectures, the latter extending over 20 weeks. The student must also have attended the hospital clinics and dissected during 2 courses. SPECIAL INSTRUCTION. EDUCATION OF THE DEAF AND DUMB. The Texas Institution for the Deaf and Dumb, Austin, founded in 1856, reported for the year ending March 1, 1880, good order, discipline, and harmony prevailing in all the departments ; pupils advancing rapidly in the acquisition of the English language ; new studies introduced, philosophy being added in three classes; and articulation and lip reading taught to 21 out of the 64 pupils present. Work in the shoe shops and practical lessons in farming and gardening entered into the instruction for boys; the girls were taught to sew and to do housework. — (Report.) EDUCATION OF THE BLIND. The Texas Institution of Learning for the Blind, Austin, founded in 1858, reports 485 inmates since September, 1874 (no records prior to that), and 84 in June, 1880. Fourteen instructors, 3 of them blind, and 10 employds were also connected with the institution in 1880. Although additional accommodations were provided in 1878- 79, there was still great overcrowding of the building, and the need of sufficient room to domicile the sexes apart was felt. This institution has 3 departments, literary, musi¬ cal, and mechanical. In the first the common branches, ancient and modern history, natural philosophy, and natural history were taught; in the second, vocal and instru¬ mental music ; in the third, broom, mattress, and pillow making, cane seating, piano and organ tuning and repairing. Special attention is paid in this (as in other similar institutions) to the study of music, over one-half of the pupils studying this branch. Piano tuning, introduced in 1877-’78, has been taught with some success, and the in¬ tention is, with suitable rooms and appliances, to graduate first class tuners and re¬ pairers. — (Report and return^) TEXAS. 315 EDUCATIONAL CONVENTIONS. TEXAS STATE EDUCATIONAL ASSOCIATION. This association was in session at Mexia from June 29 to July 1, 1880. A union with the Texas State Teachers’ Association was effected, the body to be called by the title used above. After the calling of the meeting to order and an introductory address by Dr. R. C. Burleson, of Waco University, Governor O. M. Roberts reviewed the policy of his administration in reference to public education and dwelt upon the importance of perfecting a thorough system of public instruction in the State; Hon. O. N. Hol¬ lingsworth spoke on taxation for school purposes ; Dr. W. C. Crane, on the best method of securing a regular attendance of pupils ; Prof. O. H. Cooper, on the establishment of a Texas University. A lecture on ‘‘English grammar” by Prof. Smith Ragsdale, an essay on the “English language,” and the adoption of resolutions favoring the organization of the University of Texas at an early date were also reported. Memorials were drawn up to be presented to the legislature in regard to changes in the school law and in regard to securing donations for the various colleges and universities of the State. The subjects of music, depth of mind, and elocution were treated by Miss Lay, Dr. Crane, and Professor Hudson in the order named. A prolonged discussion on changes in the public school laws was participated in by different members, and after the business of the association was attended to the meeting adjourned, to assemble at Corsicana in June, 1881. — (Texas Journal of Education.) EAST TEXAS TEACHERS’ ASSOCIATION. A semiannual meeting of this association seems to have been in session at Danger- field in January, 1880. The proceedings reported below are those of a meeting at Kellyville in 1880, month not given. Here, too, the subject of a State university was discussed, and steps were taken towards the establishment of an educational journal, which appeared subsequently, August, 1880, as the Texas Journal of Education. At the evening session the topic under discussion was “ The duty of the State to educate her citizens.” During the debate the different speakers favored, on one side, “ a lib¬ eral system of popular education;” on the other, “education in the elementary branches only.” The second day’s proceedings were marked especially by a report of a committee on the public free school system. The committee recommended the adop¬ tion of the following resolutions: That, in the opinion of the association, the system of public schools now prevailing in Texas, involving the community system and the plan of general appropriation instead of local taxation, should not be changed in any essential particular until, after fair and full trial, it had been found to be inefficient ; that private schools in different neighborhoods be made as far as possible the com¬ munity schools, and that their teachers be allowed by law to charge pupils within the scholastic age tuition fees for studies other than those which are free by law ; that the school authorities have the privilege of paying to teachers of well known skill and experience, under some circumstances, more than is now permitted; and that the legislature at its next session be asked to take the matter of a wise system of super¬ vision for the public schools into serious consideration, and to make such enactments as the premises may require. The association adjourned to meet at Marshall in July, 1881. — (Texas Journal of Education.) CHIEF STATE SCHOOL OFFICER. Hon. 0. N. Hollingsworth, secretary of State board of education , Austin. Hon. J. C. DeG-ress was State superintendent of public education from April, 1871, until the latter part of 1873 ; Mr. Hollingsworth the same from 1874 to 1876 ; since then, secretary of State board. 316 REPORT OF THE COMMISSIONER OF* EDUCATION. SUMMARY OF EDUCATIONAL STATUS POPULATION AND ATTENDANCE. Youth of school age (5-20) - Youth 5-20 in common schools . Whole enrolment in public schools. Average daily attendance . Per cent, of enrolment on youth of school age. Per cent, of average attend¬ ance on youth of school age. Youth 5-20 in other than com¬ mon schools. Youth 5-20 in all schools . SCHOOL DISTRICTS AND SCHOOLS. Number of school districts -~ Number of public schools - Average time of school in days- Towns using the town school system. TEACHERS AND THEIR PAT. Men teaching in the public schools. Women teaching in the public schools. Whole number of public school teachers. Number who have attended a Vermont normal school. Average monthly pay of men. . Average monthly pay of women INCOME AND EXPENDITURE. Whole receipt for public schools Whole expenditure for them . . STATE SCHOOL FUND. Amount of State fund available 1870-71. 76, 375 65, 384 72, 713 95 6, 879 72, 263 2, 174 2, 576 116 684 3, 467 4,151 316 $486, 408 1871-72. 84, 946 70, 904 76,643 90 4,913 75, 817 2, 160 2,503 119 671 3, 544 4,215 317 $532, 111 575, 275 1872-73. 88, 706 83, 485 89, 475 2, 168 2, 637 118 601 3,513 4, 114 375 $548, 815 1873-74. 89, 541 70, 918 78, 139 50, 023 87 55 2, 224 2,782 112 667 3, 739 4,406 393 $45 62 25 65 $516, 253 625, 057 1874-75. 87, 451 72, 093* 74, 069 50, 023 85 57 5,888- 77, 981 2, 545 122 $599, 498 VERMONT. 317 TICS OF VERMONT— 1870-*71 TO 1879-’S0. 1875-76. 1876-77. 1877-78. 1878-79. 1879-’80. o “o Ss*T c3 eg GO O ON Jh h30 O OH i © ® o ^ p ® 03 t: I a cs o ® © t>. JH f-< 00 © O t-H p 92,577 69, 013 71, 325 39, 474 77 43 6, 175 75, 188 2, 371 2, 519 121 671 3, 688 4,359 $37 24 22 48 $480, 158 565, 045 92, 925 69, 708 73, 353 45, 318 79 49 6, 183 75, 891 2,373 2, 545 122 7 720 3, 608 4,328 434 $34 44 21 60 $548,253 537, 153 $669, 087 92, 831 71, 366 73, 081 48, 638 79 42 4,796 76, 162 124 $30 44 20 00 $516, 893 511,101 74, 269 77, 521 49,231 5, 078 79, 347 2, 350 2,573 126 7 783 3, 669 4,452 446 $29 12 19 04 $528, 119 496, 169 $669, 087 73, 952 75, 238 48. 606 D. 317 2, 283 625 7,123 81, 075 2, 359 2, 597 125 7 725 3, 601 4, 326 544 $27 84 17 44 $417, 491 454,285 $669, 087 2, 045 1,728 9 I. 24 I. 1 ! I. D. $110,628 D. 41, 884 D. 8, 568 2, 525 244 8,812 185 21 D. 58 I. 41 D. 68 I. 134 D. 126 I. 175 I. 98 I. 228 D. $1 28 1 60 D. $32, 123 318 REPORT OF THE COMMISSIONER OF EDUCATION. STATE SCHOOL SYSTEM. OFFICERS. The chief officer is a State superintendent of education, who is elected by the legis¬ lature at each biennial session. Town school officers are town superintendents, elected annually by the people, and, where the district system has been abolished, boards of 3 or 6 school directors, elected for 3 years, one-third going out each year. A county examining board for the exam¬ ination of teachers is appointed by the town superintendents at their annual meeting. Districts have a moderator, a clerk, a collector of taxes, a treasurer, 1 or 3 auditors, and a prudential committee of 3, elected by the voters for 1 year. Women may vote in school meetings and have been eligible to the offices of town clerk and town super¬ intendent of schools since 1880. OTHER FEATURES OF THE SYSTEM. Each town must sustain one or more schools in which are taught the common school branches, free hand drawing, history, the Constitution of the United States, and good behavior ; and any town may establish one or more higher schools if a majority of the voters so desire. Text books are furnished by the town or district to children whose parents are unable to buy them. Public schools are supported by district taxation, the income of town school funds and of the United States deposit funds. The interest on the last is distributed to towns and gores of land on the basis of population. One- half of the district and town school moneys is apportioned according to the number of children attending public school, the other half without regard to the school popu¬ lation; but when the sum to be apportioned reaches $1,200 or more two-thirds of it are apportioned on the basis of attendance. If the selectmen of any town neglect or refuse to assess, collect, or appropriate the tax for the support of schools, such town forfeits to the county a sum equal to double the amount required to be raised by the tax, with costs. Teachers of district schools must have certificates of qualification and must make report of school statistics or forfeit pay. County teachers’ institutes must be held by the State superintendent on the written application of a specified number of teachers, and less formal meetings of like character may be held in counties that do not call for institutes. Attendance on public schools of children between 8 and 14 is required for at least 3 months in the year unless they have been otherwise instructed. The employment in factories of children who have not complied with this law is forbidden, and a penalty of from $10 to $20 is imposed on parents, guardians, or employers who violate the law. CHANGES IN THE SYSTEM. The most important changes in the school system made by law within the decade are these : In 1870-71 towns were authorized to abolish their school districts and place their schools under a town board of school directors, whose chairman should be sub¬ stantially town superintendent. In 1874 the State board of education, which had ex¬ isted from 1856 and had done much good work, was abolished, as well as its executive secretaryship, and the office of State superintendent of education was created, with powers less extensive. In 1876 an amendment to the law of 1870 allowed town school directors (for whose chairmen only pay had been provided) to receive such pay as their town might vote them at the time of their election. Another authorized towns that had abolished the district system to restore it after 5 years. Provision was made too for county boards to examine teachers ; the establishment of schools for training teachers in connection with any graded school with no normal school adjacent was allowed, and free hand drawing was added to the list of subjects to be taught in com¬ mon schools. In 1878 the holding of brief educational meetings of a day and evening each in counties that should not call for teachers’ institutes was authorized and en¬ tered on, and the continuance of the 3 State normal schools till 1890, on certain con¬ ditions, was assured. In 1880 women were made voters in school meetings and eligible to town and district school offices ; the Vermont College of Teachers was incorporated, to give greater ability for working out its aims, which were to raise the standard of efficiency in schools, to encourage more thorough preparation for school teaching, and to make teaching a more permanent profession. School districts, too, were required to make their 20 weeks of school consecutive for 10 weeks in the early part and 10 in the later part of every year. GENERAL CONDITION. No census of youth of school age having been taken for the last two years of the decade, it is impossible to say whether the number of children in the public schools maintained the comparatively high proportion (nearly 79 per cent, on youth of school age) reported in 1877-’78. A considerable increase of youth in private and church schools made up in large measure for the lessened number in the public schools, and, VERMONT. 319 on the -whole, there were 1,728 more under instruction; hut the average attendance on the public schools fell off by 625, and against this there is no recorded offset. With the diminution of public school pupils there appears also a decrease in the number of teachers in State schools, notwithstanding an increase of 9 districts and of 24 schools ; but if this was a real falling off it probably was fully made up by the higher average quality of those employed, as 98 more, 544 in all, a much larger proportion of the whole number than in any previous year, had been instructed in the normal schools. RESUME FOR TEN YEARS. The showing for the decade is better than for the last year of it. If the number of youth entitled to free schooling continued the same as in 1877- 78, there was in the ten years then ending an increase of 16,456 such youth. Of these, somewhat more than half had been gathered into the State schools, besides 244 more in private and church schools. The additional State scholars (8,568) were taught in 185 more dis¬ tricts, by 175 more teachers, and on an average for 9 more days each year, the quality of the teaching, moreover, being doubtless better in the main, from the fact that in the last year ^28 more teachers than in the first (544 in all) had been trained at the State normal schools. There were 21 additional public schools. On the whole, then, there seems to have been fair advance, notwithstanding a diminution in the funds for State school work and consequently in the wages of teachers, the disbursements of the former being $32,123 less in 1880 than in 1871, and the decrease in the latter $17.78 for males and $8.21 for females since 1874. CITY SCHOOL SYSTEMS. OFFICERS. There still appears to be no general provision in the law for officers of city school systems. In Burlington there is a board of school commissioners of 5, composed of one from each ward ; in Rutland, a board of education of 9 members. Both have city superintendents of schools. STATISTICS. Cities. Population, census of 1880. Children of school age. a Enrolment in public schools. Number of teachers. Expendi¬ ture. Burlington ....... _ ..... _ ........ 11, 364 12, 149 3, 258 3, 432 1, 566 2, 395 32 $19, 259 32, 643 Rutland _ _ _ 64 a In 1878. ADDITIONAL PARTICULARS. Burlington in 1879-80 reported 30 common schools, with 1 male and 31 female teach¬ ers, 3 of whom had attended a Vermont normal school. The schools were classed as high, grammar, intermediate, primary, and mixed grades, the last including 2 evening schools held through the winter and fall terms, with an enrolment of 130 and an average daily attendance of 81. A slight decrease in the general attendance was due to the prevalence of infectious diseases. Teachers7 meetings were held on alternate Saturday forenoons during term time for the year. — (State and city reports.) Rutland for 1879- 80 reported 42 common schools, with 7 male and 57 female teachers employed, the men at an average monthly pay of $60.60 and women receiving $26. There was an increase in enrolment of 729. The graded schools within the graded districts are classed as high (with a course of 3 years), grammar, intermediate, second¬ ary, and primary (with a course of 2 years each). The enrolment was 1,059 : the high school having 68, the grammar 126, the intermediate 151, secondary 268, and the primary 446. — ’(State report and catalogue.) TRAINING OF TEACHERS. STATE NORMAL SCHOOLS. The 3 State Normal Schools at Castleton, Johnson, and Randolph reported for 1879-’80 an encouraging progress, having had a total attendance of 697, an increase of 289, and having graduated 92, a gain of 8. By a system of scholarships estab¬ lished and provided for by the State, tuition in these schools was, under some con¬ ditions, free. In all there was an increasing demand for more aid from the State, as the schools were suffering in comparison with those of other States and many teachers were going elsewhere to find superior advantages. The Castleton school had 4 instructors, 108 pupils, and graduated 25, having 2 320 REPORT OF THE COMMISSIONER OF EDUCATION. courses .of 1 year each. This school was reported as gaining ground in public favor, with encouraging prospects for the future. — (State report.) The Johnson school had a principal and 4 assistants, with an enrolment of 364, and graduated 32. In the last two years the gain in attendance had been 22 per cent. ; in number of graduates, 44 per cent., while the recipients of scholarships had been more widely distributed throughout the district, and their number increased. During the year the second course of study was extended by the addition of English literature and geometry. “ Methods of teaching” had been added to both courses, and increased attention given to these. Each course of study extended through a year and a half and the demand for more thorough training would soon call for the addition of the other half year. Additions to the apparatus and working materials were made. — (State report and catalogue.) The school at Randolph (1866) reported 7 instructors for 1879-’80, a special teacher of music, and a lecturer on constitutional law, with 225 different pupils and a total atr- tendance of 493. Only 35 were graduated, as the number in the first course class had been reduced by the prevalence of measles and by the extension of the course of study, but the second course class was considered the finest ever graduated from the school. The attendance for the year was the largest since the establishment of the school, while the courses of study were extended and the standard of entrance and gradua¬ tion was advanced. A complete set of the American Cyclopaedia, with index and annals, was added to the library. The school property, including grounds, furniture, apparatus, and library, was valued at $9,700. — (State report.) teachers’ institutes. The school laws, as before said, require the State superintendent to hold annually an institute in every county on a written application of 25 teachers in most counties or of 15 in two sparsely settled ones. These are to be held at a time when the common schools are not in session and are not to cover more than 3 days each. There is pro¬ vision for the employment of such assistants as may be necessary to give efficiency and interest to such institutes, the expenses incurred not to exceed $30 a day. Two were reported in 1880 and two in 1879, the same two counties, Orange and Windham, applying for them and the attendance in each reaching about 100 on an average. In 1878 the legislature provided that, in counties where institutes were not called for before July 1 in any year, educational meetings of a day and evening each might be held, the number of such in a county not to be less than 3 nor more than 5 in any year, and the expense for assistants, &c., not to exceed $12 a meeting. In accordance with this law, 44 such meetings were held by the State superintendent, with various assistants, and 2 more in 1880, 1 of them in February, the other in July. The exercises were similar to those of institutes, the attendance considerable, and the resulte en¬ couraging. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. The law makes provision for instruction in the higher branches in districts sustain¬ ing more than one school, whenever a majority of the voters in such district shall decide to have them taught ; and any town may by vote establish one or more central schools for advanced pupils, to be supported by tuition fees from pupils, and, when necessary, by a tax which prudential committees are authorized to assess. These committees may also make arrangements for the instruction of public school pupils in academies that are located in the district or in an adjoining district, if a majority of the voters so decide. All incorporated academies must report annually to the State superintendent. No statistics of graded schools can be given later than for 1878-’79, when 19 reported a total of 6,044 students, of whom 130 were in college preparatory courses. OTHER SECONDARY SCHOOLS. For business colleges, private academic schools, and preparatory departments of colleges, see Tables IV, VI, and VII of the appendix; for a summary of their statis¬ tics, see corresponding tables in the report of the Commissioner preceding. SUPERIOR INSTRUCTION. COLLEGES FOR YOUNG MEN OR FOR BOTH SEXES. The University of Vermont , which includes the State Agricultural College, is a non¬ sectarian institution at Burlington. The Agricultural College dates from 1865 ; the university proper was chartered in 1791, organized in 1800, and graduated its first class of 4 in 1804. Continuing through the next decade it turned out annually classes of about 11 persons, but during the war of 1812 the courses were suspended, and for several years thereafter there were only 4 or 5 members to a class. J ust prior to the VERMONT. 321 orted as im¬ proved, and the general progress is steady and satisfactory. The common branches, drawing, and composition are taught, also housework, laundry work, machine and hand sewing, knitting, crocheting, embroidery, gardening, milking, &c. — (Fourth annual report and return.) Four homes and asylums for orphan or dependent children report instruction given in domestic duties, common needlework, &c., as well as in the common branches. These are the Cadle Home and Hospital, Green Bay, incorporated in 1872, whose in¬ mates numbered 4 in 1879-’80 ; the Milwaukee Orphan Asylum ( 1852), inmates 80 ; St. Rose’s Female Orphan Asylum, Milwaukee (1848), inmates 80; Taylor Orphan Asylum, Racine (1872), inmates 33. The Fond du Lac Relief Society also aids this class of children. — (Returns.) WISCONSIN. 349 EDUCATIONAL CONVENTIONS. WISCONSIN STATE TEACHERS7 ASSOCIATION. The twenty-eighth annual session of the association took place July 6-8, 1880, at Madison. After the usual preliminaries, a lecture on “Some national experiments in education77 was delivered by Prof. Joseph Emerson, of Beloit College. On the follow¬ ing morning Superintendent Viebahn read a paper on “The developing method,77 and President Stearns one on “ Some incalculable elements of school work.77 A class from the Platteville Normal School presented an illustrative exercise in primary objeet teaching, and after some discussion of the subject the session closed. In the evening, Rev. Mr. Rose, of Milwaukee, delivered an address on the “ Inabilities and disabilities of the teacher’s profession.77 On the last day of the session, President G. S. Albee read a paper on “ The province and function of a normal school.” A discussion on the “Kindergarten” was opened by an essay from Rev. J. B. Pradt, and most of the speakers favored the introduction of Kindergarten methods into the school system. Several committees asked leave to report at the winter session. Prof. Samuel Colvin read a paper on “Natural science in our schools,” and various business arrangements were concluded prior to adjournment. — (State report.) CONVENTION OF SUPERINTENDENTS. In connection with the meetings of the State association the superintendents hold semiannual and annual meetings. They came together at Madison July 7 and De¬ cember 29, 1880, the latter occasion being the regular annual session. The duties and qualifications of county superintendents, proper tests in teachers7 examinations and how exercised, teachers’ libraries, and superintendents’ duty and action toward the course of study for ungraded schools were the subjects introduced at the first mentioned meeting. At the last, an address by State Superintendent W. C. Whitford, the rela¬ tion of superintendent to the compulsory law, superintendents as institute and asso¬ ciation workers, and aims and process of school visiting filled the programme. — (State report, Wisconsin Journal of Education.) principals’ association. The fourth annual meeting of this body took place at Madison, December 27-28, 1880. The list of subjects included social science in graded and high schools, general history, language, English literature, what subjects in natural science should graded and high schools teach and what should be the general method of teaching? the model principal, and a general discussion on the function of the Wisconsin Principals’ Asso¬ ciation. — (Wisconsin Journal of Education.) MEETING OF INSTITUTE CONDUCTORS. State Superintendent Whitford presided at the annual gathering at Madison July 5-6, 1880. The subjects of the first morning’s exercises included teaching the first reader, primary arithmetic, and penmanship as taught to primary pupils. In the afternoon, United States history and government, primary geography, and spelling as taught to primary classes. In the evening, papers were presented on the intro¬ duction of the system of grading country schools and on the programme and records for grading country schools. These two papers drew forth complaints as to indefi¬ niteness in the system and inadequacy of the records. Superintendent Whitford ex¬ pressed an intention to prepare a circular on the subject and Superintendent Lunn gave a specimen page of a register which he had devised. On the following day the discussion was on teaching numbers and language to primary pupils and on draw¬ ing. A paper on school organization indicated that the basis of classification should not be size or age, but ability and attainments. A general exercise in teaching history to primary classes was presented by Professor Salisbury, who considered pictures of great value as a means of stimulating the imagination. — (State report.) OBITUARY RECORD. PROF. JAMES CRAIG WATSON, LL. D. For an obituary notice of this eminent astronomer, see page 168, his observatory work having been done mainly in Michigan. CHIEF STATE SCHOOL OFFICER. Hon. Wm. C. Whitford, State superintendent of public instruction, Madison. [Second term, 1880-1882.] Other superintendents in the decade were Rev. Samuel Fallows, who, at the death of Hon. A. J. Craig, July 3, 1870, served out his unexpired term, and until January, 1874. He was followed by Prof. Edward Searing, who served for successive terms until the election of Mr. Whitford in 1878. The assistant superintendent throughout the decade, as for 2 years previously, was Rev. J. B. Pradt. 350 REPORT OF THE COMMISSIONER OF EDUCATION. ALASKA. EDUCATIONAL CONDITION AND PROSPECTS. Alaska was purchased from Russia for $7,200,000 on March 30, 1867; the purchase was ratified by the United States Senate May 28, and on October 18, 1867, the country became a part of the United States. With an area of 580,107 square miles — equal in extent to the territory north of Alabama, Georgia, and North Carolina and east of the Mississippi — the country may be divided into three sections, the Sitkan, beginning at the northern boundary of British Columbia, Dixon’s Inlet, 54° 40', and including southeastern Alaska; the Yukon, extending from the Alaskan range of mountains to the Arctic Ocean; and the Aleutian, embracing the Aliaskan Peninsula and islands west of the 155th degree of longitude. No census was ever undertaken before 1880, and estimates of population vary widely. At the time of the transfer the Russian officials reported the population as 66,000; a report made by Major-General Halleck in 1869 put down the Indian population at about 60,000; and Mr. W. H. Dali for 1867 gives 29,097, about 2,000 of them whites and half breeds. During the Russian rule this territory had a government and schools and was under the Greek religion, but, upon entering into the possession of the United States, the rulers, priests, and teachers were withdrawn, and the United States authorities sent no others in their place. In 1875 the condition of the inhabitants was said to be less favorable than under the Russian regime. During the decade under consideration various endeavors have been made to establish schools in the territory, but the chief hindrance to progress has been the absence of law and of recognized forms of government. According to a contract with the Alaska Commercial Company, an eight months’ school was to be taught each year on the islands of St. Paul and St. George, and on the first mentioned a school was begun October 2, 1873, which reported an attendance of 7 pupils, who made com¬ mendable progress during the eight months. Three other classes were taught by natives, 2 in Russian, 1 in Aleutian ; in all, 17 persons attended school. Dressmaking and sewing entered into the course. In 1877 the reports indicated that the schools at both St. George and St. Paul (on the Fur Seal Islands, over 1,000 miles from Kodiak) had an average attendance of 18 and 20 pupils, respectively. During the same year the Presbyterian Board of Home Missions placed Mrs. A. R. McFarland in charge of a school at Fort Wrangell, which had been commenced by the natives, and which, in December, 1877, was reported as very successful. In the spring of 1878 a school was opened at Sitka with 80 pupils, and in October measures were taken to establish at Fort Wrangell a home to preserve girls whose mothers desired to sell them for base purposes. In 1879 this school, the “Girls’ Home and Industrial School,” reported 13 pupils; a day school, 100 native pupils; a primary department, between 30 and 40; a day school at Sitka, 60 pupils; and the Aleutian population (on the islands) had schools and churches of their own. Such advancement was made as to prove that the people have good minds and are susceptible of a high state of culture, and they are said to be eager to learn. Rev. Sheldon Jackson, d. d., superintendent of Presbyterian missions, reported for 1880 as follows : The schools have made encouraging progress. The day and boarding school at Fort Wrangell averaged 100 day and 22 boarding pupils. A new school building has been finished, and the pupils are already established therein. At Sitka the attendance averaged about 200 Indian children. Attendance at school was made compulsory by an order from Commander Glass, of the United States Ship Jamestown, punishing the parents for non-attendance of children. A school was opened at the head of Lynn Channel for the Chilcut tribe. As no white teacher could be found, an Indian woman took charge and had 80 in attendance. Preparations have been made to erect a school building on Prince of Wales Island and to send teachers to the Hydahs. In a preliminary report of the special agent of the census, Ivan Petroff, it is stated that at least 20,000 natives are entirely without the remotest influence of church or school, and he urges the United States Government to provide the youth of Alaska with simple elementary education, and thus promote the progress of the people. He says that the natives are quickened into the appreciation of the benefits of an educa¬ tion as they observe the advantages which the scholars among them have over the others in matters of trade, keeping accounts, &c. He finds among the Innuits quickness of apprehension and a spirit of inquiry — they are brighter and more desirous of learn¬ ing than the Aleutians themselves — and they would be much benefited by an intelligent system of educational labor. He speaks of the average attendance at two schools, at Oonalaska and Belkovsky, as less than 10 of both sexes, while among the 7,000 or 8,000 members of the Russian Church less than 400 are able to write in either the ALASKA. 351 Russian, tho Aleutian, or Kodiak Innuit vernacular. Not one of tlie three missions of the Yukon, Nushegak, and Kenia possesses a school. The present bishop of the Kussian Church has planned the establishment of a training school for native boys from all parts of the Territory at Oonalaska, but the English language will be ignored. Mr. PetrofF suggests the training of some 15 or 20 youth at some of our Indian schools, and, if they show capacity, at some normal school, then sending them back to help to educate the masses in Alaska. His plan has since been adopted. 352 REPORT OF THE COMMISSIONER OF EDUCATION. SUMMARY OF EDUCATIONAL STATIS POPULATION AND ATTENDANCE. Youth of sch ool age (6-21) — Enrolled in public schools - Average daily attendance .... Attendance in private schools SCHOOLS. Rooms for study . . Average duration of schools in days Estimated value of school property . TEACHERS. Men teaching in public schools . Women teaching in public schools . Total number of public school teachers. Average monthly pay of men . Average monthly pay of women _ INCOME AND EXPENDITURE. Total receipts _ Total expenditure 1872-73. 1,660 333 149 $6, 472 $5, 849 5,529 1873-74. 2, 584 343 11 180 950 6 5 11 $100 100 $11, 417 1874-75. 2,508 «568 a419 14 180 $20, 000 6 8 14 $100 100 $28, 760 24, 152 a One county not reporting ARIZONA. 353 TICS OF ARIZONA — 1872-’73 TO 1879-’80. 18 75-76. 1876-77. 1877-78. 1878-79. 1879-’80. Increaso or de¬ crease since 1878-79. Increase or de¬ crease since 1872-73. 2, 955 3, 089 5,291 7,148 I. 1, 857 I. 5, 488 1,213 903 2, 740 3,143 4, 212 I. 1,069 I. 3, 879 900 580 890 1,992 2, 847 I. 855 394 394 21 28 51 101 I. 50 190 124 165 109 D. 56 $44, 436 $47, 479 $78, 681 $113, 074 I. $34,393 I. $106,602 15 6 19 27 48 I. 21 6 25 18 24 53 I. 29 21 31 37 51 101 I. 50 $110 $100 $91 $84 $83 D. $1 90 50 74 68 70 I. 2 $31, 449 $20, 708 $21, 396 $32, 421 $67,028 I. $34,607 I. $61, 179 28, 744 18, 407 21,396 29, 200 61, 172 I. 31, 972 I. 55, 643 23 E 354 REPORT OF THE COMMISSIONER OF EDUCATION. TERRITORIAL SCHOOL SYSTEM. OFFICERS. The chief school officer is a superintendent of public instruction, who was formerly the governor, but since 1879 has been appointed by him. With him has been asso¬ ciated from the first a board of education, including, besides the superintendent, the territorial secretary and treasurer till 1879 ; since then, the governor and treasurer. The probate judge of each county is ex officio county superintendent of public schools. To aid him in examining teachers for these schools the territorial superintendent ap¬ points 3 persons to be associated with him as a board of examiners. For each school district there is a board of 3 trustees elected by the people, or, in case of their failure to elect, appointed by the county superintendent, subject to approval of the territorial superintendent. — (Laws of 1871, 1875, and 1879.) OTHER FEATURES OF THE SYSTEM. Public school funds are derived from a territorial tax of 15 cents on the $100, a county tax of 50 to 80 cents, and a special district tax voted by residents of districts in case the other funds are not sufficient to keep the schools open 3 months, the appor¬ tionment of county funds being in proportion to the number of pupils attending school in each for 3 months. Districts, before receiving pnblic money, must report accord¬ ing to law; and no school in which sectarian doctrines are taught or sectarian books used can receive any of the public school funds. It is the duty of the territorial board to provide a uniform series of text books for the schools. This board issues, on examination, life certificates to accomplished professional teachers of experience and ability. County boards of examiners grant teachers’ certificates good for 2 years, their examinations being governed by rules prescribed by the territorial board. CHANGES IN THE SCHOOL LAW DURING THE DECADE. The principal change was the provision made in 1879 for the appointment of a terri¬ torial superintendent of public instruction, the governor having previously been ex officio superintendent. The State tax of 10 cents on each $100 of taxable property, adopted in 1871, was in 1875 increased to 15 cents ; the county tax of 1871, which then could not exceed 50 cents on $100, was decreased in 1875 to 35 cents, but in 1879 it was increased not to exceed 80 cents nor to be less than 50. The compensation of county superintendents was raised in 1879 from $100 a year to $250. In 1877 a compulsory school law was passed, embracing all children from 8 to 14 years of age, but it has been inoperative, owing to the lack of school accommodations. GENERAL CONDITION. There was a decided increase during 1879- 80 in the number of youth of school age, the number enrolled in public schools and the average attendance thereon, in the number of school rooms used, the value of school property, the number of teachers employed, and in receipts and expenditures for public schools. The only important item of decrease is that of average length of school term. This average is kept low by the short sessions in all the rural districts. City and village schools were taught from 150 to 200 days, while the terms of country schools seldom exceeded 100 days and were sometimes as low as 40. There were some districts in which no school was opened. Notwithstanding the increase in number of pupils enrolled, the per cent, of enrolment on youth of school age remains about the same ; large numbers never at¬ tend school; and yet the number seeking to attend is in excess of the accommodations afforded, the compulsory school law being, consequently, inoperative. RtcSUMli: FOR TEN YEARS. The first two years of the decade were mainly occupied in the laying of foundations. The progress in school affairs since then has been decided, notwithstanding the dis¬ couragements incident to the organization of a school system in a new community without aid from school funds other than those raised by taxation. The number of youth of school age was in 1879-’80 more than four times as great as in 1872-’73, the numbef enrolled more than twelve times as great, and the value of school property more than sixteen times as great, while public school income and expenditure increased in fair proportion to enrolment and attendance in the schools. The number of rooms for study increased during the last seven years from 11 to 101, and the number of teachers from 14 to 101; while, probably from a greater supply, the average monthly pay of teachers decreased from $100 for both sexes to $83 for men and $70 for women. Among obstacles to the usefulness of the schools mentioned by the superintendent are a lack of school funds and the frequent changes in teachers and county superintend¬ ents. Superintendent Sherman has endeavored, by correspondence with others in¬ terested in the subject, to arrange some plan by which the attention of Congress ARIZONA. 355 might be brought to the necessity existing in the Territories for present aid from their public land funds; but his efforts have not met with success. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. There is no information for 1879-80 respecting the public high schools of Arizona, though at least one is believed to have existed then. SUPERIOR INSTRUCTION. TERRITORIAL UNIVERSITY. The school law provides for the establishment of a territorial university, to be sus¬ tained by the proceeds of congressional grants, territorial appropriations, and indi¬ vidual gifts, but it does not appear that definite steps have yet been taken for its organization. CHIEF TERRITORIAL SCHOOL OFFICER. Hon. Moses H. Shebman, territorial superintendent of public instruction , Prescott. [Term, February, 1879, to January 11, 188 L.] Hon. A. P. K. Salford was governor and ex officio superintendent from 1869 to 1878, when he was succeeded by Hon. J. C. Fremont, and afterwards by Hon. John P. Hoyt. 35G REPORT OF THE COMMISSIONER OF EDUCATION. SUMMARY OF EDUCATIONAL STATIS 1871-72. 1872-73. 1873-74. 1874-75. POPULATION AND ATTENDANCE. Youth of school age (5-21) . Enrolled in public schools . Average daily attendance _ _ .. 3,946 1,973 7.500 3. 500 6, 312 4,006 8, 343 4,428 SCHOOL DISTRICTS AND SCHOOLS. Organized districts ...... ...... _ ... _ 83 168 296 221 Schools, or school rooms ...... _ _ _ _ 100 i . . Graded schools ....... _ ...... _ Ungraded schools. . . . Average term in days . ....... _ _ _ Value of school property _ ... _ _ $16, 000 $24, 926 54 154 . 208 $35 00 25 00 $32, 603 32, 603 TEACHERS. Men teaching . . . . . . . 28 84 112 $55 00 32 00 $34, 203 34, 203 Women teaching . _ _ _ ...... _ Whole number of teachers . Average monthlv pav of men . Average monthly pay of women . INCOME AND EXPENDITURE. Receipts for public school purposes . Expenditure for public schools . $30 00 30 00 $22, 000 22, 000 100 a$12, 361 21,747 a Amount apportioned by the Territory. DAKOTA. 357 TICS OF DAKOTA— 1871-’72 TO 1S79-’S0. 1875-76. 1876-77. 1877-78. • 1878-79. &1879- 80. Increase or de¬ crease since 1878-79. Increase or de¬ crease since 1871-72. 10, 396 11,046 12,201 18, 535 12, 030 D. 6, 005 I. 8, 084 5, 410 6, 431 7, 156 9,822 8, 042 D. 1,780 I. 6, 069 1,342 4, 618 3,170 D. 1,448 328 369 401 215 . . 1 237 . 5 14 235 273 75. 6 97 88 D. 9 $48, 333 $37, 037 $60,319 $133, 952 $97, 557 D. $36, 395 85 100 141 210 134 D. 76 I. 106 181 154 189 254 152 D. 102 I. 68 266 254 330 464 286 D. 178 I. 174 $37 16 $36 00 $26 70 D. $9 30 D. $28 30 26 54 25 00 21 90 D. 3 10 D. 10 10 $52, 008 $37, 668 $72, 950 $81,642 $124, 903 r. $43, 261 I. $90, 700 50, 002 37, 668 57, 793 75, 959 124, 483 I. 1 48, 524 I. 90, 280 b The statistics for 1879-’80 are very imperfect, some of the largest counties having failed to report and several others reporting only partially. The superintendent thinks the figures for each of the items given to be too small. 358 REPORT OF THE COMMISSIONER OF EDUCATION. TERRITORIAL SCHOOL SYSTEM. OFFICERS. A territorial superintendent of public instruction has throughout the 10 years been appointed by the governor for terms of 2 years, subject to the approval of the legis¬ lature. From 1871 to 1877 he was allowed a deputy for the northern part of the Ter¬ ritory. There have been throughout county superintendents, elected by the people for 2 years, and district boards (comprising a director, clerk, and treasurer), elected for 3 years, 1 being changed each year. OTHER FEATURES OF THE SYSTEM. The school funds are derived from a poll tax of f 1 on each elector, a general school tax of 2 mills on the dollar (to be apportioned in proportion to the number of children over 5 and under 21), the proceeds from fines, forfeitures, &c., and special district taxes voted by the x>eople. The last must not exceed 1 per cent, for school-houses and sites, l-£ per cent, for teachers'’ pay, fuel, and incidentals, of 1 per cent, for appara¬ tus and debts lawfully incurred, and $25 a year in each district for a library. Orthog¬ raphy, reading, writing, geography, arithmetic, and grammar are the branches taught. Teachers’ certificates are given on examination by county superintendents, and remain in force not less than 3 months nor more than 1 year. Teachers must keep a register of school attendance, &c., or forfeit their p ay. District boards furnish school books to children unable to pay for them. The law does not consider the Bible a sectarian book, and it must not be excluded from the schools. County teachers’ institutes must be held by the territorial superintendent on the written request of one or more county superintendents ; and if such request be not made he must hold annually 2 institutes in the third judicial district, 2 in the second, and 1 in the first. CHANGES DURING THE DECADE. The principal changes in the school laws since 1870-’71 were made in 1879. The general school tax was then reduced from 3 to 2 mills on the dollar ; district boards in connection with county superintendents were given power to decide what text books shall be used ; teachers’ institutes were provided for in the first, second, and third judicial districts in c4se county institutes were not held; and the qualifications of voters in district meetings were defined anew, taking in all residents of the district over 21 who are citizens of the United States or have declared their intention to be¬ come such. The pay of the territorial superintendent, changed several times during the decade, was iu 1879 restored to $600 a year, the sum allowed in 1873. In 1875 it was made the duty of the territorial superintendent to hold a territorial teachers’ institute annually, but as the law of 1879 is silent on this point the provision appears to be repealed. — (School laws, 1873, 187.5, 1879.) GENERAL CONDITION. The statistics show a decrease for the year 1879-’80 in all except financial items, but no fair comparison can be made between the two years, from the fact that the statistics of 1878-’79 are not entirely trustworthy. Seven large counties in that year made no report, and on some items 17 counties failed to send statistics. It may there¬ fore be supposed that full reports would have shown increase instead of loss. CITY SCHOOL SYSTEM. YANKTON. Officers. — Yankton has a board of education of 8 members, elected for 4 years, 2 goiug out each year, the secretary of the board being ex officio superintendent. Additional particulars.— As the chief city of the Territory in 1880, Yankton seems en¬ titled to notice, although its population (3,437 in that year against 737 in 1870) left it still below the limit to which such notice is usually restricted. Its school popula¬ tion (youth 5-21) in 1880 was 1,142, an increase for the year of 77. There were 789 pupils enrolled and 504 in average daily attendance in 10 school buildings, afford¬ ing 545 sittings for study. Of the 10 schools (taught by 12 teachers) 1 was a high school, 3 were grammar, and G primary. The schools in 1880 completed the fifth year of their history. Beginning in April, 1875, they had during the year 1875-’76 an en¬ rolment of 626 out of a school population of 867, an average attendance of 319, 9 teachers, and 8 schools, affording 442 sittings. The plan adopted by the board of education in 1877 of furnishing text books to pupils at cost or else renting them at an advance for each term of about one-fifth of their value, has resulted in a saving of more than 25 per cent, on the cost of material and has proved very satisfactory in all respects. — (City report.) DAKOTA. 359 TRAINING OF TEACHERS. TEACHERS’ institutes. The only provision in tliis Territory for the training of teachers is that afforded by teachers’ institutes. As already mentioned, the law makes it the duty of the super¬ intendent to hold county institutes if requested to do so by 1 or more county superin¬ tendents. If not so requested he must annually hold institutes in the three judicial dis¬ tricts of the Territory, 2 in the third, 2 in the second, and 1 in the first, the sessions to be not less than 6 days each. At least 11 were held in lo79-’80. For some years a territorial institute was also required. — (School laws, 1879 SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. No information has come in respect to any high schools except that at Yankton. This had 46 sittings, 49 pupils enrolled, and 41 in average attendance, under 3 teach¬ ers. The course of study extends over 4 years, and, besides the higher English branches, includes Latin. The fourth graduating class of the school, numbering 11, received diplomas in June, 1880. — (City report, 1879-’80.) OTHER SECONDARY SCHOOLS. For information as to any private academies or other schools of like grade that may report, see Table VI of the appendix. SUPERIOR INSTRUCTION. COLLEGES AND PROFESSIONAL SCHOOLS. No steps appear to have been yet taken towards the establishment of colleges, uni¬ versities, or professional schools in this Territory. SPECIAL INSTRUCTION. EDUCATION OF DEAF-MUTES, BLIND, AND DEPENDENT YOUTH. As far as can be learned, no provision for special instruction in the Territory had been made up to the close of 1880. CHIEF TERRITORIAL SCHOOL OFFICER. Hon. William H. H. Beadle, territorial superintendent of public instruction , Yankton. [Term, January 1, 1879, to January 1, 1881.] Preceding superintendents within the decade have been Hon. James S. Foster, 1867-1871; Hon. J. M. Turner, 1871-1873; Hon. E. W. Miller, 1873-1875; Hon. J. J. Mclntire, 1875-1877; Hon. W. E. Caton, 1877-1879. 360 REPORT OF THE COMMISSIONER OF EDUCATION. SUMMARY OF EDUCATIONAL STATISTICS OF THE 1870-71. 1871-72. 1872-73. 1873-74. POPULATION AND ATTENDANCE. Population of the District _ _ _ «131, 700 Whole school population (6-17) . . a31, 671 Colored school population . _ _ alO, 494 Enrolment in public schools . 15, 157 15, 555 16, 770 17, 839 Colored enrolment in public schools . 5, 633 5, 435 6,200 6, 327 Total average daily attendance . 10, 261 11,613 13, 000 12, 688 Average daily attendance of colored pupils. d2, 775 d'3, 261 d3, 385 d3, 710 Estimated enrolment in private schools. . 5,704 5, 882 6, 759 6,993 SCHOOLS. School rooms for study . 223 255 264 253 Seats provided . 13, 000 14,065 14, 495 14,626 Average duration of schools in days . 200 200 200 200 Value of public school property . $750, 000 $951,700 $1, 005, 407 $1, 006, 807 TEACHERS AND THEIR PAY. Men teaching in public schools _ _ _ _ 26 26 20 Women teaching in public schools. _ 237 245 256 Whole number of teachers . 231 263 271 276 Average monthly pay of men . . $107 50 $91 66 $113 00 Average monthly pay of women . 70 00 62 50 75 00 INCOME AND EXPENDITURE. Total receipts for public schools . $355, 640 $220, 514 $347, 699 Total expenditure for public schools . $373, 535 479, 996 298, 281 280, 071 a United States census of 1870. b School census. DISTRICT OF COLUMBIA, 361 DISTRICT OF COLUMBIA— 1870-’71 TO 1879-’SO. 1874-75. 1875-76. 1876-77. 1877-78. 1878-79. 1879-’80. Increase or de¬ crease since 1878-79. Increase or de¬ crease since 1870-71. &160, 051 cl77, 638 I. 45. 938 638' 800 c43, 558 I. 11,887 612, 374 cl 3, 946 I. 3, 452 18, 785 19, 629 21, 264 22, 842 25, 130 26, 439 I. 1,309 I. 11,282 6, 648 6, 676 7,238 7,786 9, 045 9,505 I. 460 I. 3,872 13, 494 14, 907 16, 318 18, 133 19, 488 20, 637 I. 1, 149 I. 10, 376 d3, 924 dA , 354 dA, 749 do, 525 d6, 128 d6, 412 I. 284 I. 3,637 7,261 7, 692 7, 692 5, 931 5,781 5,781 I. 77 274 289 293 322 345 368 I. 23 I. 145 15, 629 16, 104 17,587 19, 006 20, 426 21, 526 I. 1, 100 I. 8,526 191 191 188 187 189 193 I. 4 D. 7 $1, 114, 162 $1, 164, 606 $1, 169, 614 $1, 181, 664 $1, 184, 714 $1, 206, 355 I. $21, 641 I.$456, 355 22 26 31 31 34 34 271 281 299 339 368 399 I. 31 293 307 330 370 402 433 I. 31 I. 202 $113 00 $120 00 $96 17 $86 55 $89 47 $90 16 I. $0 69 75 00 80 00 71 21 64 08 61 95 62 24 I. 29 $517, 610 $223, 372 $370, 996 $373, 606 $380, 000 $476, 957 I. $96, 957 550, 737 405, 829 370, 996 373, 606 368, 343 438, 567 I. 70,224 I. $65, 032 cTJnited States census of 1880. dFor Washington and Georgetown only ; those for the county not given. 362 REPORT OF THE COMMISSIONER OF EDUCATION. DISTRICT SCHOOL SYSTEM. OFFICERS. From 1804 to 1874 the public schools of this District were under the charge of differ¬ ent school boards, which, in the order of their existence, were (1804) for the schools for whites in Washington, (1842) for like schools in Georgetown, (1864) for the schools for both races in the rural districts outside of both cities, ( 1873)1 2 for the schools for colored youth in both cities. In 1874 these several boards were consolidated into one, at hrst meant to be composed of 15 members, but soon made 19 in number, with sub-boards corresponding to the former boards, the different parts of the District and the colored population having each a fair representation in the board. The members, formerly appointed by the mayor, then by the governor from 1871 to 1874, have been appointed by the District Commissioners since the spring of that year, provision being made for partial change of them annually. The chief executive officer since 1869 has been a superintendent of public schools for whites in Washington and Georgetown and those for both races in the rural dis¬ tricts, his appointment coming first from the mayor till 1871, then depending on the governor till 1874, thenceforward on the District Commissioners. From 1873 there has been also a superintendent of public schools for colored children in the two cities, appointed at first by the governor of the District, and since 1874 dependent for leap- pointment on the Commissioners. The terms of both are without limit of time, and are substantially during good behavior and the pleasure of the ruling powers. A board of examiners for teachers is annually formed of the 2 superintendents and others from the corps of supervising principals and principals chosen by the commit¬ tee on teachers, to afford the trustees the means of determining who shall be employed or promoted. Supervising principals, appointed annually by the school board, act under the super¬ intendent as local supervisors in their respective divisions of the District. OTHER FEATURES OF THE SYSTEM. The public schools are not only free to all resident children 6 to 17 years of age, but, by a law of 1864, those 8 to 14 are required to attend at least 12 weeks annually, unless taught elsewhere or excused because of bodily or mental infirmity. Want of sufficient school accommodation has made the law practically inoperative, but it has not been repealed. The schools for white and colored children are separate, but with like advantages, those for whites being taught by white teachers only and most of those for colored children by instructors of their own race.3 There are normal schools to prepare both races for tlieir work. The city schools are of 8 grades, with high school classes gradually rising beyond these, the studies of each grade covering a year. Vocal music and industrial drawing are among these studies. The rural dis¬ tricts have schools graded or ungraded, according to the degree of density in popula¬ tion in the different parts. The determination of text books for the schools belongs to the school board, which also appoints the teachers, determining the grade of these partly from the annual reports of the examining board, partly from the measure of their proved efficiency. Vaccination, or other protection against small-pox, is re¬ quired in the case of both teachers and pupils. Teachers must attend all meetings to which they are called and all special classes organized for their improvement; and in order to receive their pay must make daily records and present such reports as are required. GENERAL CONDITION. With a school population increased by about 2,300 in 1879-’80 from 1878-79, the enrolment in the District schools was enlarged by 1,309, the increase of average daily attendance rising to almost the same number. To provide for this increase there were 23 more rooms for study, 1,100 more seats, and 31 more teachers, which gave nearly 1 additional seat for each pupil ordinarily present, and an additional teacher for each new group of 37 pupils. The school term was lengthened by 4 days, the valuation of school property increased by improvements $21,641, and, with $96,957 fuller income, it became practicable to raise the average pay of male teachers 69 cents a month, that of female teachers being also somewhat increased. Two new school buildings, with 1 Before 1873 there was a board for the care of colored schools not connected with the District system, hnt appointed by the Interior Department from 1864. 2 The funds for school purposes, derived from a tax of not more than 50 cents on each $100 of tax¬ able property, go to white and colored schools in proportion to the number of youth of school age of each race.— (Revised Statutes, section 306.) DISTRICT OF COLUMBIA. 363 12 rooms each, camo into use in Washington, with 2 other small ones in the county, ancl 2 additional for the city were began. In the “advanced grammar” classes, com¬ monly termed high schools, the standard is said to have been raised, additional assistants of high order were engaged, the foundations for a broader culture in Eng¬ lish literature were laid, and in industrial drawing commendable progress was shown at the exhibitions of this work for the year. The normal schools and lower schools did well in the same direction. rii:sum6 for ten years. The general excellence of the teaching in the District public schools and of the supervision they have had throughout the decade is shown by the fact that the in¬ crease of school population within that time has been almost wholly absorbed by these schools, and that nearly the whole number thus annually brought into school has been retained in average daily attendance. The increased enrolment came only 605 short of the whole 11,887 additional of school age, and the increased average at¬ tendance only 906 short of the 11,282 additional pupils enrolled, a difference fairly attributable to sickness and other good grounds of absence in both cases. One reason for this fine record may be found in an increase of 145 now school rooms, with accom¬ modations for 8,526 new pupils, and a corresponding increase of 202 teachers for the instruction and care of these. Another reason has been that since 1873 the incoming teachers have had the benefit of normal training to fit them for their work in schools for whites and to some extent in those for colored youth; while from the same year the children and teachers in these latter have been stimulated by the presence and active supervision of a superintendent of their own race. The same stimulation for a longer time and to a greater extent has been felt in the schools for whites from the skilled supervision of an active superintendent and several able supervising prin¬ cipals throughout the decade. In the later years of it the Georgetown schools have had the advantage of an excellent library of useful and well chosen books, formed and sustained from the proceeds of a fund given by Mr. George Peabody in 1867; while youth of the same place unable to attend school during the day have had op¬ portunities for good instruction in the evening at the Linthicum Institute of the same place, established from a fund left for that purpose by Mr. Edward Magruder Linthi¬ cum in 1869. The library and institute, both opened in 1875, are in the Curtis school building in Georgetown. KINDERGARTEN. Kindergarten first appeared in Washington in 1872, when 2 were established, one by Mrs. Emma Marwedel, said to have been a pupil of Frobel, the other by Miss Fannie Perley. In 1874 another was opened by Mrs. Louise Pollock, who still con¬ tinues it, and a fourth in connection with the Washington Female Seminary. In 1876 there were 2 more; in l>-80 the number was 8 in Washington and 2 in George¬ town. For information respecting them, see Table V of the appendix. TRAINING OF TEACHERS. NORMAL SCHOOLS. Normal instruction is given in the Washington Normal School, organized in 1873; in the Miner Normal School (for colored pupils), in 1877 ; in the normal departments of Howard University and Wayland Seminary; and in the Kindergarten Normal Institute of Mrs. Louise Pollock, organized in i875. The Washington Normal School, with a course limited to one year, is organized on the theory that no candidate shall be eligible to membership who has not the scholastic qualifications requisite for a teacher. The year is to be devoted to professional work and the theory and practice of teaching ; graduates who have taught in the city schools not less than one year, and have given satisfactory evidence of their ability to govern and instruct a school, are entitled to diplomas, which are equivalent to third class certificates. Since the establishment of this school 161 pupils have entered and 119 are now teaching; undergraduates in 1880, 20; average percentage attained at examination for admission, 67.3. — (Report of principal.) The Miner Normal School is an outgrowth of an agreement made in 1877-78 between the Commissioners of the District of Columbia and the trustees of the institution for the education of colored youth, by which this school might furnish yearly trained teachers for the public colored schools. Female graduates of the public high school for colored children, when duly recommended, are entitled to admission to the Miner Normal ; on the successful completion of the usual 1 year course and the passing of a required ex¬ amination, they are given preference over other candidates for the position of teachers in the primary grades. At the commencement of 1879-,80 certain articles of agree- 364 REPORT OF THE COMMISSIONER OF EDUCATION. ment were drawn up which give the Miner School the same relation to the schools for colored children of the District as the Washington Normal hears to the schools for whites. The one year’s course was undertaken by 19 pupils in 1879-’80. Special at¬ tention was paid to object lessons, phonetics, and elementary drawing, to music, and in the latter part of the year to elocution. In the practice school, practical illustra¬ tions of the theory of teaching were given. — (Report of principal.) The normal departments of Howard University and Way land Seminary have 3 years’ courses and report 95 and 90 students, respectively. — (Return and report.) The Kindergarten Normal Institute reports a course consisting of five lectures and lessons a week throughout 8 months, which is reckoned a year’s course. The Kinder¬ garten method and system of education are taught in the normal class, and by means of two model Kindergarten the advantages o± daily observation and practice are given. The uecessary requisites for entering the normal class are a good education in the English branches and a natural love of children. Statistics for 1879-80 : resident instructors, 2; normal students, 9; graduates, 9, of whom 8 have engaged in teach¬ ing. — (Circular and return.) teachers’ institutes. A law defining the work of the superintendent of public schools and of the trustees makes it the duty of the latter, in conjunction with the superintendent, to establish a teachers’ institute to meet semiannually, under such rules as they may deem best adapted to increase the efficiency of the public schools. More frequent meetings (not, however, called institutes) are held in substantial accordance with the law. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. The schools for whites are so graded that the high school part of the course com¬ mences with the ninth year and extends through two years. The high school for col¬ ored children, with a three years’ course, was established some years ago, but it was first at the close of the year 1878-79 that the school board 'substituted the name high school for advanced grammar school among the white population. The studies of this grade for whites are book-keeping, botany, English literature, general history, geometry, physical geography, rhetoric, trigonometry, and surveying. The high school for boys and that for girls (white) reported as follows for the year 1879-’80: 172 sittings for study, 4 teachers, 179 pupils enrolled, and 150 in average daily attend¬ ance. The school for colored of this grade reported 120 sittings, 94 pnpils enrolled, and 80 in average daily attendance, under charge of 3 teachers. In this school only 19 males were enrolled, and it was possible to dispense with one of the teachers. The average per cent, of scholarship in the three classes was, first year, 59. 4 ; second, 78.6: third, 70.5. The average percent, for the entire school in 1878-79 was 58. 5; in 1879-!80, 67, or 8. 5 per cent, greater. The graduates in June, 1880, were 16 in number from this school. — (Reports of superintendents.) OTHER SECONPARY SCHOOLS. For information respecting business colleges, private academic schools, preparatory schools, or preparatory departments of colleges, see Tables IV, VI, VII, and IX of the appendix. For summaries of their statistics, see corresponding tables in the report of the Commissioner preceding. SUPERIOR INSTRUCTION. COLLEGES FOR YOUNG MEN OR FOR BOTH SEXES. Georgetown College was founded as a college in 1789, chartered as a university by act of March 1, 1815, and empowered by the Holy See to grant degrees in philosophy and theology on March 30, 1833. A medical department was established in May, 1851, and the law department in October, 1870. The entire course of studies, including prepara¬ tory classes, is completed in 7 years. The regular course leads to b. a., and a gradu¬ ate course of ethics and natural philosophy to M. a. A3 years’ scientific course follow¬ ing such elementary studies as geography, history, grammar, and composition entitles to b. s. The students in 1870-’71 numbered 322 ; in 1880 there were 152. — (Catalogues and returns.) Gonzaga College (formerly Washing! on Seminary) was reopened October 2, 1848, and raised to the rank of a university and incorporated May 1, 1858. Although it aims DISTRICT OF COLUMBIA. 365 to have a college course proper (including the Greek and Latin classics) and a non- classical course (embracing English language and literature, mathematics, and natural sciences), the studies pursued in 1880 indicate that it had not then advanced beyond a preparatory school. — (Catalogue.) Columbian University, chartered and organized in 18*21, reports 7 schools in 1880. These are schools of English, Greek, Latin, and mathematics, of 4 years each ; schools of French and German, 3 years each ; a school of natural science, 3 years ; and one of philosophy, 2 years. Anglo-Saxon is reported among the elective studies, and a pre¬ paratory course of 4 years leads to these schools. The degrees of b. a., m. a., and b. s. are accorded after completion of the requisite courses. Since 1822 a medical school and since 18G4 a law school1 have formed part of the university. A theological depart¬ ment was reported for more than 20 years, but this seems to have been done away with at the commencement of the decade under consideration. There were 376 students in 1870-71 to 312 in 1879-’80.— (Catalogues.) Howard University , organized in 1868, reported in 1870, as in 1880, preparatory, normal, and classical courses, theological, legal, and medical departments. There were 566 students in 1870-71 and 251 in 1879-’80. In addition to the 3 years’ normal and the 4 years’ classical course, a literary course of 5 years (including 2 preparatory and 3 collegiate years) is reported. — (Catalogues.) The National Deaf-Mute College dates its collegiate department from April, 1864. The courses are preparatory, 2 years ; collegiate, 4. Degrees of b. a., m. a., b. s., b. l., and ph. b. are given on completion of the required studies. About 200 youths have been connected with the college as students, and 32 of them have become teachers ; students, 58 in 1879-’80. — (Catalogue.) INSTITUTIONS FOR SUPERIOR INSTRUCTION OF YOUNG WOMEN. There are no public institutions of collegiate rank for women in the District, but Howard University gives equal privileges to this sex. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. Scientific courses were reported in Georgetown College, Columbian University, and the National Deaf-Mute College. In connection with the National University there is to be a polytechnic department, which otters a 3 years’ course embodying mathematics, surveying, civil engineering, geology, mineralogy, and mining. Special classes in chemistry, natural philosophy, botany, natural history, and mechanical drawing are also spoken of. According to the latest reports for 1880 this polytechnic department was not then fully organized. — (Catalogues, circular, return.) PROFESSIONAL. The theological department of Howard University, organized in 1867, reported 50 undergraduate students, 5 of them having received a degree, 10 graduates in 1880, and a scholastic year of 35 weeks. Wayland Seminary, organized in 1864 and under Baptist influences, reports 36 students and 4 resident and 3 non-resident instructors. The scholastic year is 36 weeks. Both schools require an examination for admission and both have 3 years’ courses. — (Returns.) Legal instruction is given in the law departments of Columbian Uuiversity, George¬ town University, Howard University, and the National Uuiversity. All have regular courses of 2 years, covering 34 to 37 weeks each year, and all, to meet existing require¬ ments in the courts of the District of Columbia, offer also a year of graduate instruction to those who are graduates of some known law school or who can produce a certificate of having studied law for 2 years under a competent instructor. Howard requires an examination for admission, and the National University law school a partial examina¬ tion. — (Returns, college catalogues, and announcements.) Medical instruction is given in the medical department of the University of George¬ town, of Columbian University, and of Howard University. All these have 3 years’ graded courses; the first named, of 7 months each year; the other 2, of 5 months. Howard alone required in 1879-’80 a preliminary examination. The medical school of Columbian University is commonly known as the National Medical College. — (Cata¬ logues, circulars, and returns.) The National College of Pharm-acy requires 4 years’ service, 2 lecture courses of 5 months each, the writiug of a thesis, and the passing of an examination prior to gradua- 1 The law course was organized in 1826, then discontinued, and again reestablished, as stated above. 366 REPORT OF THE COMMISSIONER OF EDUCATION. tion. A spring course of 8 weeks in analytical chemistry must be attended by all students applying for a degree. — (Circnlar.) For students and graduates in the legal, medical, and pharmacal schools, see Tables XII and XIII of the appendix. SPECIAL INSTRUCTION. EDUCATION OP THE DEAF AND DUMB. The Columbia Institution for the Deaf and Dumb, Kendall Green, near Washington, was founded in 1857 ; the collegiate department (National Deaf-Mute College, see Superior Instruction), in 1864. Since July 1, 1879, 128 pupils have been under instruc¬ tion, 79 of them in the collegiate department. The work continues with no essential changes, and the results of teachiug by the articulation method are so encouraging that a second instructor will be required at no distant date. In 1880 the degree of b. a. was conferred on one person, 3 were graduated from the primary department with suitable diplomas, and 3 were promoted to the collegiate department. — (Report.) EDUCATION OF THE BLIND. As there is no institution in the District fqr this class of unfortunates they are sent to the Maryland Institution for the Blind, where, in 1879-’80, there were 20 United States beneficiaries. Of this number 2 graduated at the close of the session, having completed the full course, including music. Two others withdrew after finishing a partial course. — (Report.) REFORMATORY AND INDUSTRIAL TRAINING. The Reform School of the District of Columbia, organized in 1866, has received 683 boys during the 14 years of its existence. At the close of 1878-79, they numbered 157 ; in 1879-80 there were 220 under instruction. Good progress was reported in the school, and the propriety of adopting a higher standard of studies for the older in¬ mates has been broached. More family buildings are urgently needed, as nearly 100 applications for admission have been refused, owing to lack of room. Workshops are also requisite, so that useful trades can be taught. — (Report.) The Industrial Home School , Georgetown, has trained 936 children since its organi¬ zation in 1867. In 1879-’80 there were 87 children under instruction in the common branches and drawing, in gardening, agriculture and horticulture, carpentry, shoe¬ making, making of tree-boxes, sewing, and general housework. On January 2, 1880, two new buildings (the one containing school rooms, dining room, kitchen, and laun¬ dry, the other, a workshop) were dedicated. Kindergarten training and lessons in cookery are to be given. — (Report and return.) children’s homes and orphan asylums. Those reporting in the District are the German Protestant Orphan Asylum, Union- town, incorporated in 1879, and reporting 35 inmates in 1880; the Home for Destitute Colored Women and Children, organized in 1863, with 98 children in 1879-80; St. Joseph’s Asylum, in 1855, reporting 100 orphans and 80 day scholars; and St. Vincent’s Female Orphan Asylum, which had 130 inmates in 1880. In all, the three “ R’s,” and sometimes drawing and singing, are taught. St. Joseph’s alone gives no industrial employments. The age of admission and dismissal varies in these institutions, but good homes are found for the children when leaving. — (Returns.) TRAINING IN ART AND MUSIC. Instruction in these branches, so far as public institutions are concerned, has not reached a very high state of development in this District. There are, however, sev¬ eral private art classes, and there is a school under the auspices of the Washington Art Club; in music, the Washington Conservatory of Music and the National School of Music, as well as several private classes, seem to meet the growing demand for instruction. No statistics for 1879-’80 are at hand. TRAINING OF NURSES. The Washington Training School for Nurses, incorporated December 14, 1877, ad¬ mits candidates between the ages of 21 and 40, where general fitness for the work, a DISTRICT OF COLUMBIA. 367 common school education, good moral character, and good health are shown. The third course of lectures commenced November 1, 1880. At the close of the second year certificates or diplomas aro given to those complying with all requirements. EDUCATIONAL CONVENTIONS. teachers’ associations. A voluntary association of the graduates of the Normal School for whites meets once a month to compare experiences in government and teaching. CHIEF DISTRICT SCHOOL OFFICERS. Hon. J. Ormond Wilson has throughout the decade held the office of superintendent of public schools for whites in Washington and Georgetown and of the schools for both races in the rural districts. Hon. George F. T. Cook has since 1873 been superintendent of the schools for colored pupils in Washington and Georgetown. 368 REPORT OF THE COMMISSIONER OF EDUCATION. SUMMARY OF EDUCATIONAL STATIS 1870-71. 1871-72. 1872-73. 1873-74. POPULATION AND ATTENDANCE. You tli of school age (5-21) a . 1,592 1,898 3,473 4,010 Number of scholars enrolled . 906 1,416 2, 170 2, 030 DISTRICTS AND SCHOOLS. Number of school districts . 35 37 61 77 Number of school-houses . 21 26 52 53 Number of schools . . 28 32 51 TEACHERS AND THEIR PAY. Number of male teachers . 26 Number of female teachers _ _ _ 34 Whole number of teachers employed . 60 Average monthly pay of public school $162 50 teachers. INCOME AND EXPENDITURE. Receipts for public schools . . $18, 295 $18, 985 $30, 555 $23, 516 Expenditure for public schools . 19, 003 17, 220 32, 673 21, 787 a Between 1875 and 1879 the school age was 5-18 ; before and after, 5-21. IDAHO. 369 TICS OF IDAHO — 1 S70-’ 7 1 TO 1S79-’S0. 1874-75. 1875-76. 1876-77. 1877-78. 1878-79. 1879-’80. Increase or de¬ crease since 1878-79. Increase or de¬ crease since 1870-71. 3, 852 2, 093 81 2,777 2, 724 77 4, 028 2, 631 96 73 74 4, 942 3, 432 106 84 81 5, 596 5, 596 6, 000 6, 758 149 I. 404 I. 1,162 I. 4,408 I. 5,852 I. 114 155 I. 127 $20, 572 18, 479 $20, 058 16, 591. Z>$23, 366 18, 764 Z>$33, 347 23, 083 c$23, 000 20, 000 $51, 530 38, 812 psfi' I. $33, 235 I. 19,809 6 Includes balance on band at beginning of school year, c From county and local taxation only. 24 E 370 REPORT OF TIIE COMMISSIONER OF EDUCATION. TERRITORIAL SCHOOL SYSTEM. OFFICERS. In the Territory there has been throughout the decade a territorial superintend¬ ent of public instruction, the territorial controller acting as such ; for each county, a superintendent, who, up to 1877, was elected by the people for a 2 years’ term ; from that time on, the auditor of each county has acted as superintendent, except in two counties, where the probate judges have served instead. There has been in each school district a board of trustees, consisting of 3 members, with a 1 year term, except from 1871 to 1873, when there were 2 members with 2 years’ terms. Since 1879 there has been a school examiner appointed by the board of commissioners to assist the county commissioner in the examination of teachers. — (School law.) OTHER FEATURES OF THE SYSTEM. The schools have been dependent for support throughout the decade (1) on 1 per cent, of the gross proceeds of all franchises and moneys arising from breach of peual laws; (2) on the proceeds of a county tax, which was 1 to 5 mills on $1 till 1876, then 2 to 5 till 1877, then 5 to 8 till 1879, when it was made 2 to 8; (3) on a district tax, optional both as to levy and amount. The basis for the distribution of this fund is the number of children of school age in each county; but as each county constitutes at least one district, irrespective of the number of children of school age therein, one-half is divided equally among the dis¬ tricts in the county complying with the requirements of the school law; the other half, in proportion to the number of school age enumerated, except in 2 counties, which have a different arrangement. For a district to receive its quota, at least 10 children must have been reported by the census marshal and the schools must have taught no political, sectarian, or denominational doctrines, nor have distributed such papers, tracts, or documents. Since 1876 teachers who fail to make, at the close of each ses¬ sion, the required report to the county superintendent, can draw no pay until such report shall have been received. In the years 1870 and 1871 teachers were examined and licensed by the county superintendents and so continued till 1876, from which time to 1879 district trustees, with any one they might choose to- call in to assist, per¬ formed this duty ; from that time to 1880, a person appointed by each board of county commissioners, with the county superintendent, constituted a board of school exam¬ iners. The school age throughout the decade has been 5-21, except from 1875 to 1879, when it was 5-18. A rate bill for repairs of school property and supplies, not to exceed $25, may be levied on the parents and guardians of children attending school; the children under such parents and guardians as are unable to pay are not, however, to be denied the privileges of the schools. — (School law.) GENERAL CONDITION. The report of the governor of the Territory indicates commendable progress in the school system, considering the smallness of its school fund, the two sections in each town given for school purposes by the Government not being available till the Terri¬ tory becomes a State. Under such circumstances, there was not a county in the Ter¬ ritory that could raise by taxation a sum sufficient to keep up the public schools during the year; while in some counties it was totally inadequate even for a few months, although no portion of what was raised was paid to either the territorial or county superintendents. — (Governor’s report, 1880.) For comparison with 1878-’79, the reports give only 4 items called for, which show an increase of 404 in school population ; of 1,162 in enrolment ; of $28,530 apparently in receipts for public schools, but really much less, since the territorial taxes were not reported in 1878-’79 ; and of $18,812 in expenditure. As compared with 1870-71, there was a gain of 5,852 in enrolment, of 114 in school districts, and of 127 in schools, while in receipts there was an increase of $33,235 and in expenditure of $19,809. Only in 1871-’72 do any items appear as to teachers, when there were 26 male and 34 female teachers employed at an average monthly salary of $162.50. IDAHO, 371 ADVANCED INSTRUCTION. NORMAL SCHOOLS, COLLEGES, &C. There is no information from this Territory respecting any normal school, high school, college, scientific school, professional school, or special school. CHIEF TERRITORIAL SCHOOL OFFICER. Hon. Joseph Perrault, territorial controller and ex officio superintendent of public instruction, Boise City. Mr. Perrault appears to have held these positions since 1872, his only predecessor within the decade having been Hon. Daniel Cram, who held from 1866 to 1872. 872 REPORT OF THE COMMISSIONER OF EDUCATION. SUMMARY OF EDUCATIONAL STATISTICS OF POPULATION AND ATTENDANCE. Indians in the United States, excluding Alaska. Youth of school age in the Five Nations. Youth of school age among tribal Indians (incompletely estimated). Enrolled in schools of the Five Nations. Enrolled in schools of tribal Indians. Average attendance of Five Nations. Average attendance of tribal Indians. Number of Indians who can read, including the Five Na¬ tions. Number of tribal Indians taught to read during the year. SCHOOLS. Boarding schools of Five Na¬ tions. Day schools of Five Nations. . . Boarding schools of tribal In¬ dians. Day schools of tribal Indians. . Whole number of boarding schools. Whole number of day schools . Expenditure for education of Indians. TEACHERS. Teachers among the Five Na¬ tions. Teachers among tbe tribal In¬ dians. Whole number of teachers Missionaries not counted as teachers. GO O 1 t— » 1871-72. 1872-73. 1873-74. 1874-75. 266, 937 303, 895 295, 084 275, 003 279, 337 3, 592. 4, 394 4, 300 4,300 4, 399 6,166 4, 590 4,726 6, 658 6, 102 4,008 14, 176 1,019 961 1,383 7 7 7 8 8 139 138 146 156 161 6197 6115 6121 6181 6160 6336 6 253 6 267 6337 6321 150 153 182 182 189 220 132 175 225 229 370 285 357 407 418 a Only four nations reporting. & Probably includes boarding schools. INDIAN TERRITORY. 373 THE INTHIAlSr TERRITORY— 1S70-’71 TO 1870-’8O. 1875-76. 1876-77. 1877,78. 1878-79. 1879-m Increase or de¬ crease since 1878-79. Increase or de¬ crease since 1870-71. 266, 151 250, 809 250, 864 252, 897 ' 256, 127 I. 3, 230 D. 10, 810 7,528 c C C 13, 177 32, 213 34, 443 • 34, 541 I. 98 5, 106 5, 496 5, 993 6,250 6, 098 D. 152 I. 2, 506 6, 222 6, 019 6, 229 7, 193 7, 240 I. 47 I. 1, 074 3, 151 a2, 801 3,943 3,598 4, 142 4,488 4,651 I. 163 25, 622 40, 397 41, 309 44, 731 46, 330 I. 1,599 980 1,206 1, 532 1,717 1,744 I. 27 11 12 11 12 12 I. 5 173 168 187 183 212 I. 29 I. 73 52 48 49 52 60 r. 8 108 102 119 107 110 I. 3 63 60 60 64 72 I. 8 281 270 306 290 322 I. 32 c $424, 573 c$371, 329 c$419, 884 C$435, 347 c$604, 375 I. $169, 028 208 196 196 229 241 221 276 338 I. 62 I. 118 437 437 417 132 126 226 154 200 I. 46 ! . I cln part from religious societies. In 1S78 $3,500 were expended for freedmen. 374 REPORT OF THE COMMISSIONER OF EDUCATION. SCHOOL SYSTEMS IN THE INDIAN TERRITORY. OFFICERS. By an amended law of 1880 the general charge of the educational work among the Cherokees is given to a board of education, to consist of 3 persons nominated by the principal chief and confirmed by the Senate, 1 at first for a year, 1 for 2 years, and 1 for 3 ; afterwards 1 each year for a term of 3 years. There is also a special board of trustees in charge of an asylum for the blind, deaf-mute, and feeble-minded youth. The Choctaws by an amended law retain their board of 4 trustees, composed of a superintendent of public schools and a trustee from each of the 3 districts into which their territory is divided, electing these 4 by both houses of the general council in joint session, for terms of 2 (formerly 4) years. No provision for annual change of a part of this board appears in the law. The Chickasaws and Creeks (or Muskogees) have superintendents of public in¬ struction, who, by laws of 1878 in the former nation and of 1880 in the latter, are elected by their national legislative councils for 4 years among the Chickasaws and 2 among the Creeks. These superintendents appoint trustees tor each school in their respective nations, the Chickasaw trustees numbering 1 for a school, the Creeks 3. Both nations have also examining boards for testing the qualifications of teachers. The Seminoles, at date of the latest information, had also a superintendent and trustees for care of the general and local education of their youth; but, from want of any published laws, the mode of electing these and the term of their continuance cannot be now given. Among the tribes and bands outside of the Five Nations all educational work ap¬ pears to be under the charge of the missionary agents of the several religious societies authorized by the United States to labor for the improvement and civilization of these tribes and bands. OTHER FEATURES OF THE SYSTEMS. The board of education in the Cherokee Nation, having entire control of educa¬ tional interests, determines rules for the government of the primary schools, orphan asylums, and seminaries, for the admission of pupils, examination of teachers, selec¬ tion of text books, and enforcement of courses of study. The 3 local trustees who help to form the board have especial supervision, each one of the district from which he is selected. Each is to ascertain and report, within a year from his entrance upon office, the number of children 7 to 21 years of age in his district and the number in each of the 3 minor districts of the school district under his superintendence. They are to visit semiannually all schools under their immediate supervision and report thereon, at the close of each school term, to the principal chief, who is to report to the national council. The schools are classed as primary and high schools ; the full term of study in the former to be 3 years, that in the latter 4 years. Not only tuition, but also clothing, board, and lodging are furnished free to children in the primary schools, that the board may have fuller control of them during their whole period of study. To those in the higher schools or seminaries, tuition only is free, but board is provided for them at actual cost, they furnishing their bedding and clothing. The school month is 20 days, or 4 weeks of 5 days each. In the other 4 tribes of the civilized Indians the superintendent is the chief general school officer, having the trustees as associate advisers with him in his visits to their districts. The primary schools among them are termed neighborhood schools, and for these among the Choctaws the district trustee in each district employs the teachers, aj)pointing three representative and active school men near each school to approve their accounts, pay them $2 a month for each scholar in actual attendance, and encourage parents and guardians to send to school all children of proper age and condition for instruction. He also selects the scholars to be sent from the different neighborhood schools to the higher schools, being guided to this selection by promptness in attend¬ ance and capacity to learn on the part of the pupils to be chosen, as well as by regard to a pro rata representation from each school district. Arrangements not differing much from these prevail also among the Creeks and Chickasaws, and apparently among the Seminoles. The educational officers of all the Five Nations are authorized to extend their care and supervision, as far as may be needful, to pupils studying under the authority and at the cost of each nation in the academies and colleges of the United States. Among the imperfectly civilized tribes under the general charge of the Commis¬ sioner of Indian Affairs, the only educational features until the year 1878 were that the United States Government should furnish schools and pay the teachers in them, encouraging attendance through its agents. In that year a great improvement was inaugurated by taking a number of Indian youth of both sexes away from their semi¬ savage associations at the West and placing them at good training schools in the East. This experiment, as first tried at the Hampton Institute, Virginia, in connection INDIAN TERRITORY. 375 with its schools for colored youth (1878), proved so successful that another school of kindred character for Indians alone was soon established at Carlisle, Pa. (1879), and a third at Forest Grove, Oreg. (1880), a few pupils being also placed in specially selected private schools in New York and Massachusetts. The training of these youth in the 3 schools first mentioned, and to some extent in the others also, has been not only in the elements of a fair literary education, but (for the bovs) in mechanical and farming work as well, and (for the girls) in all needful domestic industries. — (Laws of Indian tribes and Reports of the Commissioner of Indian Affairs.) RESULTS OF THESE SYSTEMS. Among the Five Nations of the Indian Territory, notwithstanding many disadvan¬ tages from their still imperfect civilization and their remoteness from the educational and industrial influences of the States, a progress very encouraging in the circumstances may be perceived. Within the 10 years from 1870-71 to 1879-80 they have fairly met the increase of school children by establishing 73 more day schools and 5 more board¬ ing schools, into which have been gathered 2,506 more pupils. And although the educa¬ tion given has not been all that could be wished, it lias shown its influence in a vast improvement of their dwellings, their agriculture, their social condition, and their laws. Among the other tribes the advance has been apparently less decided, because they have, during these 10 years, been more exposed to encroachments on their reserva¬ tions ; while many for this and other reasons have been compelled to go elsewhere and build up new homes. The number of their schools has thus rather diminished than increased, but apparently most of them are boarding schools, which are usually much more effective than the day schools, because the Indian youth are kept out of bad home associations and are held for long periods under the civilizing influences of good teaching. This is especially observable in the young Indians who, with the consent of their parents, are entirely separated from their wild people and trained in morals, manners, literary culture, and industrial pursuits at such good schools as those at Hampton, Va. ; Carlisle, Pa. ; Forest Grove, Oreg. ; Northfield, Mass., and elsewhere. In all these, and especially at Carlisle, the civilizing, refining, elevating, and generally improving influence of a training carried through several years has been immense. From 300 to 400 Indian youth in 1880 were brought under these healthful influences, and there seems ground for the belief that through these youth, and through the steadily increasing number (3,000 to 4,000) trained at boarding schools on the reservations, a stronger stimulation than ever previously will be given to educational and civilizing processes. — (Reports of the Commissioner of Indian Affairs and others, 1879 and 1880.) For schools of New York Indians, see page 221. 376 REPORT OF THE COMMISSIONER OF EDUCATION. SUMMARY OF EDUCATIONAL STATUS 1872-73. 1873-74. 1874-75. 3, 517 3,758 3, 822 1,818 1,935 2,215 909 1,700 1,710 149 240 51 97 98 3 6 87 83 88 92 $21, 192 $60, 000 50 52 43 49 44 56 99 96 99 $68 41 $72 83 $65 68 41 57 82 57 $33, 161 $30, 100 $31,822 33, 161 55, 041 67, 147 POPULATION AND ATTENDANCE. Youth of school age (4-21) a . Number enrolled in public schools Average daily attendance . Attending private schools . SCHOOLS. Public school-houses . School rooms . N umber of graded schools . Average term in days Value of school property . TEACHERS AND THEIR PAY. Men teaching . Women teaching . ' . Total number of teachers . Average monthly pay of men Average monthly pay of women INCOME AND EXPENDITURE. Receipts for public schools . Expenditure for public schools a Basis for distribution of school funds; MONTANA. 377 TICS OF MONTANA — 1 872 73 TO 1879-’80. 9 4 1875-76. 1876-,77. 1877-78. 1878-79. 1879-80. Increase or de¬ crease since 1878-79. ® 1 o oi; 00 1 ra a c a i> h t.00 O OH ►— 1 4,238 4,892 5,315 5, 885 7,070 I. 1, 185 I. 3, 553 2,734 4, 597 3, 277 3, 909 3, 970 I. 01 I. 2,152 2, 000 2, 384 2, 804 2, 506 D. 298 I. 1,597 186 211 I. 62 83 88 99 119 I. 20 I. 68 83 no 136 153 I. 17 4 5 25 34 I. 9 1 I. 31 98 107 119 I. 12 I. 32 ICO 88. 12 105 96 D- 9 I. 13 $56, 080 $80, 000 $88, 285 $99,335 $118,912 I. $19,577 I.’ $97, 720 64 36 57 65 62 D. 3 ' I. 12 46 64 59 80 99 ! I. 19 I. 50 no 100 116 . 145 161 I. 16 : I. 62 $75 S 4t;fU 32 5 $70 44 $66 14 $71 64 I. $5 50 j I. $3 23 50 51 30 52 20 56 41 I. 4 21 D. 12 00 $46, 272 $37, 092 $66, 941 $66, 401 $78, 730 I. $12,329 ! I. $45, 569 50, 134 54, 104 65, 505 67,731 59, 463 D. 8, 268 I I. 26,302 the age for admission to school is 5-21. 378 REPORT OF THE COMMISSIONER OF EDUCATION. TERRITORIAL SCHOOL SYSTEM. OFFICERS. A territorial superintendent of public instruction is appointed for 2 years by the governor, with consent of the legislature.' There are county superintendents, elected by the people for 2 years ; district boards of 3 members holding office 3 years, 1 being elected each year; and district clerks who are the executive officers of the boards, 1 being elected annually for each board. OTHER FEATURES OF THE SYSTEM. Public school funds are derived from a county tax of not less than 3 mills nor more than 5 on the dollar, district taxes voted by the people, fines arising from breach of penal laws, and proceeds of sales of town lots. All moneys derived from the sale of any school lands which may be granted by Congress are to constitute an irreducible school fund, the interest of which is to be used for public school purposes. School funds are apportioned to districts according to the number of youth therein 4 to 21; but the school age is from 5 to 21, and in the towns children under 6 may be excluded by trustees. A school census is taken annually by the district clerks. No apportion¬ ment can be made to districts which have not maintained a free public school at least 3 months during the school year; nor unless the teacher employed shall hold a legal certificate in full force; nor if sectarian or partisan books, tracts, papers, &c,, have been used in the schools, nor if political or denominational doctrines have been taught in them. Reading, writing, orthography, arithmetic, geography, and grammar are prescribed studies, and such others may be added as are deemed expedient by trustees, who are also authorized to establish high schools. Teachers must make annual re¬ ports to their county superintendent and district clerk; or, failing to do so, forfeit pay for the last month employed. Trustees are required to report to the county super¬ intendent, and county superintendents must report annually to the territorial super¬ intendent or forfeit $100 of their salary. Since 1877 a teachers’ institute may be held annually in all counties having 10 or more organized school districts. CHANGES DURING THE DECADE. The school law of 1872, the second attempt to establish a public school system in the Territory, was the first which recognized fully the duty of providing for the educa¬ tion of the school population at public expense without the aid of rate bills. By the first law (1864) public funds were derived from a county tax of 1 mill on the dollar and from certain fines; the residue was made up from rate bills. The only school of¬ ficers were county superintendents and district trustees; but a territorial superintend¬ ent was provided in a separate bill 2 years later. The provisions of the law adopted in 1872 are essentially the same as described above ; for, although it was superseded by a new one in 1874, there appear to have been no changes of auy consequence made, and the only addition of general importance noted since that date is an act of 1877 permitting superintendents to hold county teachers’ institutes under certain circum¬ stances. GENERAL CONDITION. The statistics show a gain for 1879-’80 of 1,185 in the population of school age and of only 61 in the number enrolled in public schools, while the number in average attendance was less by 298. Another unfavorable indication was a decrease of 9 days in the average length of term. On the other hand, there were more public school- houses and rooms for study, more schools taught and more of them graded ; more teachers employed and larger salaries paid both men and women. School property in¬ creased in value and the income for public school purposes was greater, although less was actually expended during the year. The superintendent says, in regard to the short school term, that the situation is really worse than it appears ; for, as in order to make the average even what it is all the large graded schools with terms of twice the average length go into the calculation, a majority of the schools have the mini¬ mum term of 60 days. The remedy pointed out is to increase the county school tax. The average rate levied in 1879-’80 was 3.6 mills, the minimum allowed being 3 mills. Only 1 county levied the maximum of 5 mills, while 3 counties levied only 3 mills ; and, as the superintendent remarks, “the minimum rate necessitates the minimum term.” The gain of 21 in number of schools, although small compared with the large extent of territory, is yet 16 per cent, of the whole number reported in 1878-’79. A tendency is reported in those districts where public sentiment is most advanced to build better school-houses and to furnish them with the most approved seating, as well as to ornament the interior with pictures and other decorations. PROGRESS DURING THE DECADE. No statistics of importance can be given previous to 1872-’73, when the new school law went into effect. The only official report previous to this is believed to be one issued in 1868, when only 4 counties reported, including 25 organized districts and a MONTANA. 379 school population of 1,359, of whom about half attended school. In 1872-73 the school population had increased to 3,517 and enrolment to 1,818 (of whom 50 per cent, were in average attendance), the school revenues from about $12,000 to $33,161, and the value of school property from nearly nothing to $2L,192. Since that year there has been a large and constant increase in most points, indicating progress ; school pop¬ ulation and enrolment have more than doubled, while the average attendance is nearly three times as great. The number of teachers employed and schools taught was nearly double, and the value of school property more than five times as much as in 1872-73. The school term was 13 days longer in 1879-’80, but the increase in this point has not been so uniform as in the others, the highest years being 1875-76 and 1878-79. The average monthly pay of men teaching has increased by $3.23, but that of women has decreased by $12, though the income lor school purposes has more than doubled. HELENA CITY SCHOOLS. OFFICERS. In Helena, the largest city of the Territory, with 3,624 population, there is a board of education of 3 members, the officers of which are a president and secretary. ADDITIONAL PARTICULARS. The schools, graded as primary, intermediate, grammar, and high, had 508 enrolled during l879-’30, with an average attendance of 300, all under 10 teacher^. They are well supplied with maps, charts, globes, and other apparatus, and a good beginning has been made toward collecting a library. The graded school building, erected in 1875 at a cost of $25,000, has a good piano, besides other necessary furnishing. Two brick school-houses were built in 1879 at a cost of about $6,000, making accommoda¬ tions for about 500 pupils, 200 more than the average attendance during the year. — (City report.) TRAINING OF TEACHERS. teachers’ institutes. The only provision made by law for the professional training of teachers was the act of 1877 already referred to, which permits county superintendents to hold an an¬ nual institute of 2 to 5 days’ duration in counties containing 10 or more organized school districts, provided they believe such institutes will be beneficial to the educa¬ tional interests of the county. It is made the duty of all teachers to be present at such institutes and participate in the proceedings, and their usual pay is allowed them during actual attendance. Less interest was shown in this subject in 1879-’80 than in former years. The only institute held was in Deer Lodge County, the place of meeting being Butte City, the second town in size, having a population of 3,363. There was a good attendance during the 5 days of the institute, the proceedings were spirited and profitable, and the evening sessions crowded. Such meetings in Deer Lodge County, the superintendent says, have always been well attended and enthusiastic, and to their influence he ascribes the fact that here alone was levied the maximum school tax of 5 mills on the dollar. NORMAL COURSE. In the high school of Helena there is a normal course, which embraces the theory and practice of teaching, the necessary qualifications of teachers, school government, history of education, and the school laws of Montana. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. There were 34 graded schools in the Territory in 1879-’80, an increase of 9 for the year; but the number of higher departments m these is not reported. The high school in Helena had 16 pupils attending, besides 26 in a preparatory class. Classical, scientific, and normal courses are presented, each extending over 3 years. SUPERIOR, SCIENTIFIC, AND PROFESSIONAL INSTRUCTION. Montana has no territorial university nor other institution for superior, scientific, or professional instruction, so far as information has been received. CHIEF TERRITORIAL SCHOOL OFFICER. Hon. W. Egbert Smith, territorial superintendent of public instruction , Butte City. [Term, 1879-1881.] Hon. Cornelius Hedges was territorial superintendent from tliQ passage of the free school law in 1872 till 1877, when he was succeeded by Hon. Clark Wright. The present superintendent followed Mr. Wright. t 380 REPORT OF THE COMMISSIONER OF EDUCATION. NEW MEXICO. EDUCATIONAL STATISTICS. DEFICIENCY OF IiEPORTS. From want of consecutive territorial reports as to public schools and from extreme scantiness of iuformatiou as to other schools, no statistical table for the last ten years can be presented. The territorial officers charged by laxv with the duty of making annual report of the statistics of public education have not performed that duty or the legislatures to wh:ch the reports have been presented have not made them public. A statement made in 1875 (including, however, some statistics of 1874) by the secre¬ tary of the Territory and somewhat enlarged by him for 1876 remained in 1880 the only summary of the educational statistics of New Mexico presented to this Bureau during the decade under review. The figures thus secured, with those of the census of 1870, may be found under the head of General Condition. TERRITORIAL SCHOOL SYSTEM. OFFICERS. Under a law of January 28, 1863, amended January 9, 1874, a territorial board of education was created, to consist of the governor, secretary, judges of the supreme court, and the Roman Catholic bishop of New Mexico. This board still seems to have a nominal existence. Under the same law, a territorial superintendent of schools was in 1863 required to be ax^pointed by the governor, with consent of the legislative council, to hold office for two years, and in 1874 the duties of the office were transfered to the territorial librarian. The only other educational officers x^rovidecL for are county boards, termed super¬ visors and. directors of public schools, composed of the county probate judge with 3 others, who must be heads of families, citizens of the United States, owners of real estate, and residents in the county for 5 years previous to their election. — (Laws of New Mexico, 1880.) OTHER FEATURES OF THE SYSTEM. The amended school law of 1874, which made the territorial librarian superin¬ tendent of schools, required him to visit the schools of each county once a year and to make to the governor annually, for the use of the legislative assembly, a rej>ort of the number of schools in the counties, the pupils taught, the teachers emxdoyed, and the pay given for their service, as well as the number of x>Rpils in each precinct, the average attendance of these, and the branches in which they are instructed. To enable him to furnish such report, each county board of school supervisors and directors is re¬ quired to make report to him at such times, of such things, and in such form as may be prescribed. These county boards receive the x^oceeds of a x>oll tax of Jjgl on each male citizen and one-fourth of a tax of $1 on each $100 of all taxable property, both to be applied to the maintenance of the public schools in their counties. They are to make annual report in the columns of some newspaper published in the county where the schools are held (or, if none be published there, then in the one x>ublished nearest to the county) of the funds thus received, the purx>oses for which they have been dis¬ bursed, the number of schools, and the attendance on these. — (Compiled laws of 1880.) GENERAL CONDITION. As may be seen from the preceding statement, the machinery for a school system has been long constructed: but, from want of a strong and general feeling in favor of good unsectarian public education, the educational movement has been comparatively slow. Seven years after the law of 1863 to create a board of education and have a superintendent of the territorial schools, the census takers in 1870 found that of about 29,000 youth of educable age only 1,798, or about 1 in 16, were attending schools of any kind, and that only 188 of these were in the 5 ungraded schools, each with 1 teacher, reported as public schools. The remaining 1,610 were in 6 parochial, 29 day and boarding schools, 3 academies for girls, and 1 college for the other sex. After that census a considerable immigration into the Territory began from regions where free school instruction was the rule, and hence we find in 1874 a rexiort from the ter¬ ritorial secretary of 4,694 pupils in 116 schools reputed to be public, under 129 teach¬ ers, with 1,158 in 39 other schools, under 73 teachers. In 1875 the same gentleman reported, as the result of his inquiries, 5,151 pupils in this class of schools, w'hich then had come to be 138, under 147 teachers ; while in 12 Roman Catholic, 8 Prot- NEW MEXICO. 381 estant, 6 private, and 7 Indian scliools were 1,359 pupils, under 73 teachers. Addi¬ tional information from some counties not reported or imperfectly reported previously was secured for 1876, which brought up the number of schools apparently public to 163, the pupils in them to 6,285 ; the schools other than public to 38, with 185 more pupils, makiug the whole number in these 1,544. The statistics of the United States census of 1880, except as to population, are not available as this goes to press, so that no comparison of 1880 with 1870 is possible. As to the schools called public here, it must be said that many of them, from appar¬ ently trustworthy information, are private or sectarian schools, receiving and instruct¬ ing public pupiis through arrangements to that effect with county school boards. The fact that in 1875 only 5 of the 138 public schools reported were in buildings either owned or rented for that use, tends to confirm this information and to show how few purely public schools there are. ACADEMIES. No public high schools appear to be in existence, the public school instruction in most cases up to 1880 having been, by concurrent reports, of the most elementary kind. Of private or Protestant schools apparently academic there were 4 in 1880, at Albu¬ querque 1, at Las Yegas 2, and at Santa F6 1 ; of Roman Catholic institutions, 3, which appeared to be of like rank, 2 of them entitled colleges. 382 REPORT OF THE COMMISSIONER OF EDUCATION. SUMMARY OF EDUCATIONAL STATIS POPULATION AND ATTENDANCE. Youth of school age 5 . Enrolled in district schools . Average daily attendance - - Pupils in schools other than public. SCHOOL DISTRICTS AND SCHOOLS. Number of school districts . Number of these reporting . Number of district schools . Average time of school in days. Valuation of school property. .. Private schools . TEACHERS AND THEIR PAY. Men teaching in district schools . Women teaching in district schools .. Whole number of teachers reported . . Average monthly pay of men . Average monthly pay of women . Teachers in schools other than public INCOME AND EXPENDITURE. Whole receipts for district schools .... Whole expenditure for district schools 1870-71. 28, 737 16, 992 12, 819 223 198 268 152 197 161 358 d$78, 562 al872-73. 27, 723 16, 070 11, 842 202 163 251 147 177 178 355 $47 59 24 14 $127, 477 127, 477 1873-74. 33, 297 17,914 13, 051 1,264 224 180 262 134 212 192 404 $40 00 16 00 $109, 837 d90, 953 1874-75. 35, 696 19, 278 13, 462 3,542 236 204 296 140 $438, 665 25 220 238 458 $47 00 23 00 77 $130, 800 183, 819 a No statistics for 1871-72 reached the Bureau. & School age 4-16 until 1876, then 6-16 until 1880, when it was changed to 6-18. UTAH. 383 TICS OF ITT All — 1S7 0-’71 TO 1879-’S0. 1375-76. 1876-77. 1877-78. 1878-79. 1879-’80. 30, 900 19, 886 13, 608 30, 792 19, 779 13, 420 4,360 33, 604 21,775 14, 949 34,929 23, 124 16, 076 cl, 086 40, 672 I. 24, 326 I. 17, 178 I. 1,727 ... C ~ Ci © (D co as I cS 3 Xi © © £ HOD 5, 743 I. 1,202 I. 1, 102 I. ©£• Si ® 00 © 1-1 11,935 7, 334 4,359 244 213 310 143 $453, 515 247 220 327 146 $323, 203 270 244 346 137 $381, 613 289 272 373 139 $393, 985 c!2 128 $372, 723 D. 11 D. $21,262 D. 22 24 215 234 449 $54 00 26 00 232 254 238 235 470 489 $45 00 $35 00 22 50 22 00 92 261 248 509 282 235 517 I. D. I. c32 49 21 I 13 I 8 I 85 74 159 $129, 798 129, 298 $210, 062 160, 064 $113, 413 113, 193 $136, 690 136, 690 $132, 194 D. $4, 496 132, 194 D. 4, 496 c Catholic, Episcopal, and Mormon schools not included. d Teachers’ salaries only. 384 EEPOET OF THE COMMISSIONED OF EDUCATION. TEEEITOEIAL SCHOOL SYSTEM. OFFICERS. These are a territorial superintendent of schools, elected annually until 1877, since then biennially; a superintendent for each county, elected biennially; and three trustees for each school district, elected biennially until 1880, since then at first for 1, 2, and 3 years’ terms, and subsequently for 3 years. Each county court also appoints a board of examination of 3 persons, whose duty it is to examine teachers and grant certificates. — (Laws. ) OTHER FEATURES OF THE SYSTEM. According to the laws of 1878 and 1880, the school funds are made up from a tax of 3 mills on the dollar of all taxable property, from taxation of railroads, sales of estrays, and from a special district tax, which must not exceed 2 per cent, a year and is levied only by a two-thirds vote of taxpayers. The apportionment of these moneys is according to the number of youth of school age (6-18) reported annually by the county superintendents. The trustees employ teachers ; provide and repair school-houses ; fur¬ nish fuel, maps, charts, &c., and may collect tuition fees. Teachers are required to furnish quarterly reports to the trustees. The establishment of union schools in con¬ tiguous districts, to be supported out of the,funds belonging to their respective districts, is allowed. Text books, chosen by territorial and county superintendents and the pres¬ ident of the University of Deseret, are to remain unchanged for 5 years, unless for special cause. Until 1878 a tax for school purposes of £ of 1 per cent, on all taxable property in each district was allowed, and il' this was not enough to carry on the schools a sum not to exceed 3 per cent, was to be allowed, if voted for by two-thirds of the tax¬ payers; added to this was a sum not to exceed 1 per cent, a year on all taxable prop¬ erty, to pay teachers and for school furnishings, till 1876, when this last clause was re¬ pealed. By act of February, 1874, the sum of $15,000 was appropriated for the next two years for school purposes; in 1876 the amount was raised to $25,000, of which $20,000 were forthe schools and$5,000 for the University of Deseret. The $20,000 were appropri¬ ated for the payment of teachers’ wages, rated according to the average daily attend¬ ance of children. For both the quarter per cent, tax and the specific appropriation were substituted in 1878 the provisions as to taxation and apportionment first referred to. The apportionment of the different amounts has been in accordance with the enumer¬ ation of the youth of school age in the different districts, which was 4-16 until 1876, 6-16 until 1880, then 6-18. — (Laws.) GENERAL CONDITION. From lack of a report for the year 1879-’80 (reports being published only biennially, and that being an off year), very little can be said as to progress in school matters. According to a written return from Superintendent Taylor, an increase over 1878-’79 was noticeable in the number of youth of school age (which the change in school age from 6-16 to 6-18 would in a measure account for), in the enrolment, and in the aver¬ age attendance. There was a decrease in the number of school days taught, in the value of school property, and in the receipts and expenditures. With 13 fewer women teachers, the total was larger by 8. Information from the private schools of the Ter¬ ritory was furnished for 1879, but this list omitted certain Catholic, Episcopal, and Mormon schools, from which no information was obtainable. There were some 44 named in 1880, but in order to include those alone which present full statistics only 22 are reported in the table. REVIEW OF EDUCATION IN THE TERRITORY. The University of Deseret was the so called u parent school.” Incorporated in 1850, to the chancellor and board of regents was given the power of appointing a superin¬ tendent of primary schools. The superintendent was to be under the supervision and discretionary control of those officers. The enactments of different years, which con¬ stituted the school system, were nearly all repealed February 18, 1876, with changes again in 1878 and 1880. Still a gradual advance is reported at most points; the standard of teachers and of schools was raised; the adobe school -houses yielded to substantial brick and frame buildings, many of them well furnished; a normal de¬ partment was added in 1875 to the university ; and a Territorial Teachers’ Association, organized in 1870, continued to hold sessions up to 1875, and perhaps later. An increase for tbe decade of 11,935 in youth of school age, of 7,334 in enrolment in public schools, of 4,359 in average daily attendance, and of 159 teachers was reported. The private and church schools, with Salt Lake Academy as an initial point, are also helping in the work by raising up teachers and educating children. — (Biennial reports, &c.) UTAH. 385 CITY SCHOOL SYSTEM. SALT LAKE CITY. Salt Lake City has a population of 20,768. according to the census of 1880. Of the city schools and officers in charge nothing can he said for the year 1880, as no reports are on hie. TRAINING OF TEACHERS. NORMAL COURSE. As stated under the general review, a normal course has been connected since 1875 with the University of Deseret. The president of the university is the instructor in the theory and practice of teaching. On completion of the teachers’ course, which occupies 1 year, a certificate of graduation is given. The statistics for l879-’80 are : instructors, 3; students, 55; graduates, 17. — (Circular and return.) SECONDARY INSTRUCTION. HIGH SCHOOLS AND ACADEMIES. Of public high schools nothing is known. Various academic schools report to this Bureau. Information concerning them will be found in Table VI. Of the number, St. Mark’s Grammar School, Salt Lake City, founded in 1867, reports 2,207 pupils since that date, 539 in 1879-’80; St. Mark’s School for Girls, founded in 1871, had 61 pupils in 1880; and Salt Lake Academy, organized in 1878, reported 138 students in the year 1879-’80, who were instructed in drawing, music, an English course, or in the classics. — (Register and return.) SUPERIOR INSTRUCTION. UNIVERSITY OF DESERET. This institution, open to students of both sexes, was incorporated in February and organized in November, 1850. Owing to its financial condition and limited patronage, the school was soon discontinued, and until November, 1867, it had but a nominal existence. Reopened as a commercial college late in 1867, it was first fully organized in 1869 as an institution for scientific and classical instruction. The students, 223 in number, were divided among the commercial, preparatory, and scientific courses. The preparatory or model school had primary, intermediate, and academic grades. The second year 546 pupils were reported ; the third, 580. In 1873 the primary and intermediate divisions were dropped ; preliminary, scientific, and classical preparatory courses were carried on ; and in 1875 the teachers’ course of one year was added. In the academic department there were optional and special courses leading to certificates of graduation. In 1878-’79 the university was reported in a prosperous condit ion, which continued during 1880. The courses included teaching, English literature, history, politics, mathematics, natural history and science, chemistry, Latin, and Greek. There were 159 students in 1880 in the preparatory department, beyond which instruction does not seem to have gone. — (Biennial reports, return, and circular.) SCIENTIFIC, PROFESSIONAL, AND SPECIAL SCHOOLS. SCIENTIFIC COURSES. No such schools report in the Territory, but at the University of Deseret there are courses in mathematics and physical and political sciences. The students seem, how¬ ever, to be only in the preparatory department. EDUCATIONAL CONVENTIONS. TEACHERS’ association. An association was formed in 1870, and at date of the biennial report for 1874 and 1875 was still in existence. Lack of information for 1880 precludes any report as to the work, if still continued. CHIEF TERRITORIAL SCHOOL OFFICER. Hon. John Taylor, territorial superintendent of district schools, Salt Lake City 9 [Second term, August 4, 1879, to August 1, 1881.] The previous superintendents have been Hon. Robert L. Campbell, 1862 to 1874; Hon. O. H. Riggs, 1874 to 1876. 25 E 1 Hon. L. John Nuttall has been chosen to succeed Mr. Taylor. 386 REPORT OF THE COMMISSIONER OF EDUCATION. SUMMARY OF EDUCATIONAL STATISTICS OF al870. 1871-72. 1872-73. POPULATION AND ATTENDANCE. Youth of school ace (4-21) .... _ _ .... _ 8, 306 3,820 9, 949 5, 928 Public school enrolment _ _ _ _ _ _ _ 4,760 Average daily attendance _ .... _ _ _ Attending private schools _ _ 358 SCHOOL DISTRICTS AND SCHOOLS. Districts _ ...... _ _ _ _ _ _ _ _ _ 222 144 157 248 189 196 Public school-houses.... ....... _ _ _ _ ...... _ Schools _ _ ......... _ _ _ ..... _ 154 School rooms _ _ _ _ _ _ _ _ _ _ Average term in days _ ... ...... ...... _ _ ...... 120 Estimated value of school property _ _ _ TEACHERS. Men teachinc ...... ...... _ _ ...... ....... _ _ 75 83 158 "W omen teaching _ _ .. .... _ ...... .... Whole number of teachers ........ _ _ _ _ _ Average monthly pay of men _ ... _ _ .... _ A ve.race monthly pay of women _ ... _ INCOME AND EXPENDITURE. Tefal receipts for public schools _ _ _ $33, 746 Total expenditure for public schools _ _ _ _ $44, 007 a The figures for 1870 are taken from the ninth United States census. & No statistics could be obtained for the year 1877-78. WASHINGTON TERRITORY, 387 WASHINGTON TERRITORY— 1870 TO 18S0. 1873-74. 1874-75. 1875-76. 1876-77. &1878-79. cl880. Increase or de¬ crease from 1876-77 to 1878-79. Increase or de¬ crease from 1870 to 1880. 11, 937 7,592 8, 350 6, 669 11, 000 7,500 13, 187 7,182 24,223 14, 032 9, 585 181 378 326 1.11,036 I. 6,850 9, 827 7,166 I. 5,067 321 329 415 I. 261 225 165 219 104 262 89.2 531 87.5 $220, 405 236 324 560 $41 14 33 34 $105, 520 114, 379 I. 269 D. 1.7 70 $103 078 148 202 350 | $41 11 $85, 430 83, 882 120 100 220 $38 50 38 50 $54, 557 55, 520 126 143 269 $40 30 $49, 765 I. 110 I. 181 I. 291 J I.$l 14 ( I. 3 34 I. $55, 755 I. 73 1. 119 I. 192 220 I. $51, 684 $54, 720 cThe statistics, which are taken from the United States census of 1880, are incomplete, only 19 counties out of 25 reporting. 388 REPORT OF THE COMMISSIONER OF EDUCATION. TERRITORIAL SCHOOL SYSTEM. OFFICERS. A territorial superintendent of public instruction was from 1872 till 1877 chosen biennially by the legislature; since then, by the governor, with consent of council. To aid him in selecting text books, prescribing rules, and examining candidates for territorial certificates, there has been since the latter year a territorial board of edu¬ cation composed of 1 person from each judicial district, appointed in like manner with himself for 2 years’ terms, hi being also a member ex officio. For local educational interests there have been from the beginning county super¬ intendents of schools, who, up to 1872, were elected by the people for 3 years’ terms ; since then for 2 years. Since 1877 each of these has associated with him 2 high grade teachers for examination of persons desiring to teach in the county. Also from the beginning there have been district boards of directors of 3 members for each district, at first chosen by the people for 1, 2, and 3 years’ terms, and afterwards 1 each year for a term of 3 years. With them is associated a district clerk, chosen apparently for 3 years. — (School laws of 1854, 1871, 1873, and 1877.) OTHER FEATURES OF THE SYSTEM. Public schools are supported from county taxes, which from 1871 to 1877 were of 4 mills on the dollar, since then 3 to 6 mills on the dollar, the proceeds from fines, licenses, &c., and special district taxes when voted by the people, but not to exceed 10 mills on the dollar since 1873. Public school funds are apportioned on the basis of the number of census youth 4-21, although the age for admission into school is 5-21. No sectarian, partisan, or infidel doctrine may be taught in the public schools. The studies prescribed are the elementary English branches, including physiology and history of the United States ; others may be authorized by district directors. A union of districts for the establishment of graded schools is permitted, and such schools must be sustained in towns of more than 500 census children. District clerks must take an annual census of all youth 4-21. Failing to do this they are individually liable for the amount of money the district may thereby lose. School districts having more than 15 census scholars cannot receive their share of county school funds unless they have sustained a school for at least 3 months during the preceding school year. Teachers, to be legally employed, must hold certificates of fitness to teach, either from the territorial board of education or the county board of examiners. The former hold for 3 years ; the latter, being of 3 grades, for 1, 2, and 3 years. Teachers must keep a register and report annually to the county superintendent or forfeit the last month of their pay, and county superintendents failing to make annual report to the territorial superintendent forfeit $100 of theirs. It is the duty of the board of edu¬ cation to adopt a uniform series of text books; that of the territorial superintendent, to hold annually a territorial institute; that of county superintendents, to hold an¬ nually county institutes. CHANGES IN THE DECADE. The first school law of the Territory, passed in 1854, was succeeded in 1871 by an¬ other which raised the annual tax for school purposes from 2 to 4 mills on the dollar, provided for the choice of a territorial superintendent by the legislature, gave districts power to levy a special school tax, and required parents and guardians to send chil¬ dren 8-16 to school for at least three months each year under penalty of $100. A law of 1873 changed the positive requirement of a 4 mill tax to ‘*not more than 4 mills,” restricted the district tax to not more than 10 mills, and named the purposes for which alone the tax might be levied, required voters to be also taxpayers, and omitted the compulsory feature of the law. In 1877 followed the present law, whose chief provi¬ sions have been given above, its principal changes being the creation of a territorial board of education and of county boards for the examination of teachers,' a provision for the appointment of a territorial superintendent by the governor instead of the leg¬ islature, and another making women eligible to vote in school meetings. GENERAL CONDITION. The territorial reports being biennial, no statistics from them can be obtained for 1879-80. A comparison between the figures for 1878-’79 and 1876-’77 shows fair ed¬ ucational progress, the only exception to this being in respect to the average length of school term, which was more than a day less. The enrolment in public schools in those two years exceeded by more than 12 per cent, the increase of youth entitled to attend ; while the income for school purposes, number of school rooms used, and teach¬ ers employed more than doubled, and the average monthly pay of teachers advanced. The foregoing figures from the United States census of 1880, being only those of the first count for 19 counties out of 25, cannot justly be compared with those of 1878-’79. They show, however, a greater number of school-houses, but a decrease in the value of school property. From the same authority it appears that high schools were taught in 4 public school buildings; that there were 13 buildings with more than 1 study room and 16 with 2 or more recitation rooms, the latter number probably indicating graded schools ; also, that 125 of the 350 teachers were educated at high schools or acad¬ emies, 19 at normal schools, and 65 at colleges. WASHINGTON TERRITORY. 389 PROGRESS DURING NINE YEARS. The first school report for this Territory was for the years 1871-72 a nd 1872-73. Since then, np to 1878-79, the school population had become nearly three times as numerous, the number enrolled nearly four times as great, the number of school dis¬ tricts larger by 156, and that of school-houses larger by 182. TRAINING OF TEACHERS. NORMAL DEPARTMENT OF WASHINGTON UNIVERSITY. A normal course of 2 years forms a part of the curriculum of the territorial univer¬ sity at Seattle. It includes the higher English branches, methods of instruction, and pedagogics. . There were 21 students attending in 1879-80 and 3 were graduated. teachers’ institutes. In the absence of a territorial report for 1879-’80 no information can be given re¬ specting the county institutes held during that year. According to law, institutes must be held annually in all counties containing 10 or more organized school districts and must remain in session from 1 to 5 days. It is made the duty of all teachers em¬ ployed in the county to attend and to take part in the proceedings, and all having charge of schools must adjourn them for the purpose. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS AND OTHER SECONDARY SCHOOLS. There is no information regarding public high schools beyond the fact reported in the census that such schools were taught in 4 public school buildings. For statistics of private academic schools reporting, see Table VI of the appendix, and for a sum¬ mary, the report of the Commissioner preceding. SUPERIOR INSTRUCTION. UNIVERSITY OF WASHINGTON TERRITORY. The University of Washington Territory, Seattle, is a part of the public school sys¬ tem and receives an annual legislative appropriation of $1,500. This affords free tui¬ tion to 30 pupils, who are appointed by members of the legislature. The courses of study are classical, scientific, normal, and commercial, the first and second covering 4 years and the others 2. There were 160 students attending during 1879-’80, of whom 83 were in preparatory studies, 19 in a commercial course, 21 in normal, 25 in scien¬ tific, and 12 in classical. Women are admitted on equal terms with men and are also members of the faculty. — (Catalogue, 1879-’80.) EDUCATIONAL CONVENTION. WASHINGTON TERRITORY TEACHERS’ INSTITUTE. The fifth annual meeting of the Territorial Teachers’ Institute, held at Seattle Au¬ gust 17-20, 1880, was the most successful of the series. Intense interest was mani¬ fested, and the attendance was much larger than at any previous meeting, owing to the liberality of transportation companies throughout the Territory and the coopera¬ tion of the newspapers, which advertised the meeting gratuitously. After an opening address by the secretary of the institute, Mr. J. E. Clark, an ad¬ dress of welcome was delivered by the territorial superintendent, Dr. J. S. Houghton. Among the addresses and papers presented, Prof. A. J. Anderson, of the Territorial Uni¬ versity, contributed one on “ Methods of teaching mental arithmetic” and one on “ Graded schools ; ” Mr. J. E. Clark, one on the “Importance of normal training” and another in opposition to the text book system of teaching grammar; Charles McDer¬ mott, superintendent of Kitsap County, one on “Oral methods of teaching natural history ; ” Helen L. Pearce, one on “ The relation of primary to other schools; ” Mr. R. C. Kerr, one on “Word building” and another on “Morality in the schools;” Su¬ perintendent Houghton, one on “ Teaching the elements of reading ; ” Mr. H. Jones, of Seattle, on “Teaching physiology;” Mr. B. L. Northup, on “ How to keep pupils profitably employed;” Mr. E. S. Ingraham, on the “Quincy method.” A paper by County Superintendent J. R. Thompson, of Thurston County, entitled “A history of education in ancient times,” was read by Mr. F. E. Eldridge. Nearly all the topics treated in papers and addresses were earnestly discussed. Early in the session a res¬ olution was passed tendering the thanks of the institute to its secretary, Mr. J. E. Clark, who gave each member a copy of a volume containing the proceedings of the 4 former meetings, prepared at his own expense. Another resolution adopted recom¬ mended the organization of an eastern division of the institute, in view of the difficul¬ ties of travel across the mountain ranges running through the Territory. — (Printed proceedings. ) CHIEF TERRITORIAL SCHOOL OFFICER. Hon. Jonathan S. Houghton, territorial superintendent of public instruction , Olympia. [Term, November, 1879, to November, 1881.] The first territorial superintendent was Rev. Nelson Rounds, D. I)., appointed at the opening of 1872. In 1874 he was succeeded by Dr. J obn P. Judson, who served till the appointment of Dr. Hough¬ ton, and he, it is learned, is to be succeeded by Mr. Charles W. Wheeler. 390 REPORT OF THE COMMISSIONER OF EDUCATION SUMMARY OF EDUCATIONAL STATIS 1870-71. POPULATION AND ATTENDANCE. Number of children of school age (5-20). Enrolled in public schools . Average attendance in same . . . SCHOOL BUILDINGS AND SCHOOLS. Public school buildings . . Public schools taught . . Valuation of buildings and furniture . TEACHERS AND THEIR PAY. Men teaching in public schools . Women teaching in public schools - Whole number of teachers . Average monthly pay of male teachers Average monthly pay of females . al75 1871-72. INCOME AND EXPENDITURE. Receipts from local tax for schools . Expenditure for pay of teachers ... - $2,876 2, 876 1872-73. 1,100 $150 00 70 00 $17, 000 1873-74. 1,100 1,000 10 20 $31, 600 5 - 15 20 . Z>$85 00 $14, 200 14, 200 a Taken from census report of 1870, when there were 5 private day and hoarding schools, having 11 teachers, 130 pupils, and an income of $5,500 from tuition. b Average of both sexes. WYOMING. 391 TICS OF WYOMING— 1870-’71 TO 1878-’79. 1874-75. 1875-76. 1876-77. 1877-78. 1878-79. 1879-’80. Increase or de¬ crease since 1878-79. Increase or de¬ crease since 1870-71. 1, 222 2,041 1,114 21 28 $21, 378 21 27 48 &$71 96 2, 151 969 20 33 $26, 826 14 35 49 &$62 08 2, 090 1,287 25 36 $61, 675 20 29 49 &$55 94 13 $32, 500 7 16 23 $24, 622 17, 629 $4,553 22, 842 $7, 056 22, 120 $16, 400 -ST ote . — After repeated efforts, it has been found impossible to secure any educational statistics for 1879-80, and the comparisons given in other cases must therefore be omitted. 392 REPORT OF THE COMMISSIONER OF EDUCATION. TERRITORIAL SCHOOL SYSTEM. OFFICERS. The territorial auditor was ex officio superintendent of public instruction up to December 14, 1871, at which time the office was discontinued and the governor re¬ ceived the reports of the county superintendents. A law of December 12, 1873, slightly amended by one of December 11, 1875, renewed the territorial superintendency and made the territorial librarian ex officio superin¬ tendent. Up to 1880 he continued to act as such. For counties there were throughout the decade superintendents elected by the people .for biennial terms; and for school districts boards of trustees of 3 members elected for 3 years, 1 being changed each year. — (School laws of 1878.) OTHER FEATURES OF THE SYSTEM. The public schools are sustained by a poll tax of $2 on each voter and a county tax which, up to December, 1875, Avas not to exceed 2 mills on the dollar, but since has been not less than 2 mills, with the proceeds of fines and forfeitures. The people at the annual district meeting may vote also a district tax to provide school-houses, buy text books for indigent pupils, meet other necessary contingent expenses, and supply deficiencies in funds for paying teachers. They may also vote $100 a year for a district library. Women may vote for and be elected to school offices, and as teach¬ ers receive the same pay as men, if equally qualified. Provision has existed for sep¬ arate colored schools where there have been 15 or more children of school age in any district. The continuance of this is doubtful. A compulsory law has continued through the decade, requiring parents and guardians to see that their children between 7 and 16 attend school at least 3 months each year. Teachers must present certificates of qualification from the county superintendent authorizing them to teach in public schools, and must make reports of school statistics each term or forfeit their pay, at the discretion of the district boards ; while the county superintendent who fails to report annually to the territorial superintendent forfeits $100. The law providing that an annual teachers’ institute be held from 4 to 10 days, to be conducted by the territorial and county superintendents, makes it the duty of this institute to de¬ cide on a series of school books to be used and a system of education which shall be uniform throughout the Territory, allowing no change except by the unanimous vote of the institute. While this institute also settles the studies to be pursued in any high school, each county superintendent and district board of directors may decide whether a high school shall be established in the district and what number of teach¬ ers shall be employed. — (School laws of 1878.) GENERAL CONDITION. The school system is reported one of the best ; the schools, though not numerous, excellent in character and attendance, the larger towns having been able to enroll 90 per cent, of the children of school age. The public graded schools at Cheyenne and Laramie are among the best of their class, being well directed and admirably taught. School buildings are generally excellent, a new one at Laramie City being especially fine. Teachers are liberally paid, not on the basis of sex, but of merit. As yet there is no institution of a higher grade than the high school department of the public schools. In the absence of sufficient data for a satisfactory comparison, reference is made to the statistical summary for a review of the decade. Enough is given to indicate the progress and culture of the people, beginning ten years ago with but 4 public and 5 private schools, in which were but 15 teachers and 305 scholars, only 175 of these being in the public schools. — (Governor Hoyt’s reports, 1878 and 1880.) CHIEF TERRITORIAL SCHOOL OFFICER. Hon. John Slaughter, territoriallibrarian and ex officio superintendent of public instruction , Cheyenne. Mr. Slaughter became superintendent in 1873, succeeding with an interval of two years Hon. J. H. Hayford, who was superintendent from 1869 to 1871. EDUCATIONAL ASSOCIATIONS AND CONVENTIONS. 393 EDUCATIONAL ASSOCIATIONS AND CONVENTIONS. NATIONAL EDUCATIONAL ASSOCIATION. GENERAL ASSOCIATION. This association held its nineteenth annual convention July 13-16, 1880, at Chautau¬ qua, N. Y., the president, J. 0. Wilson, of Washington, D. C., in the chair. The session was opened with prayer by Dr. Lemuel Moss, president of the Indiana State University. Rev. J. L. Hurlbut delivered the address of welcome, which was re¬ sponded to by the president. Rev. A. D. Mayo, D. d., of Massachusetts, read a paper in which, after tracing the history of the reaction of twenty years ago against religious and moral training in the public schools and the demand of the people that the Ameri¬ can school shall be a place for the training of character through moral instruction, he discussed a method of object training, in the centre of which stands the true teacher — the incarnation of what he would have his pupils become, a perpetual object lesson in gentle manners and good morals. Edward Spring, of Perth Amboy, N. J., urged the introduction of modelling in clay into the primary public schools, citing the Kindergarten, where it is taught with gratifying success. Frdbel saw its possibilities and introduced it into his system. Hon. James P. Wickersham, chairman of the com¬ mittee to secure a bill incorporating the association, reported that the United States Senate passed the bill and sent it to the House, where it slept ; so the committee was continued. Dr. E. E. White, of Indiana, reported an amendment to the constitution, admitting educational associations to a perpetual directorship on payment of §100, which was adopted. At the evening session, John Hitz, of Washington, D. C., consul general of Switzerland, gave a detailed account of the normal training of teachers for the girls’ industrial schools in the canton of Aargau, Switzerland, in which he said that the first and essential thing is competent; teachers, and that without them all at¬ tempts to introduce industrial training into the public schools will be premature. Supt. A. P. Marble, of Worcester, Mass., then read a paper on “The unattainable in public school instruction,” which he discussed at length. At the Wednesday morning session the paper of Prof. W. H. Payne, of Michigan University, on “ The domain of nature and art in the process of education,” was read by Z. C. Spencer, of Michigan (the author beiDg absent), in which it was held that education is neither the work of art alone nor of nature alone, but is a process based on nature and requiring the full resources of human art. Col. Francis W. Parker, one of the Boston school super¬ visors, formerly of Quincy, Mass., spoke at some length in defense of the “Quincy methods,” holding that, far from being new, they are the outcome of the experience of the last century. Miss Grace C. Bibb, professor of pedagogics in Missouri University, read a paper on “Normal departments in State universities, ” which was folio wed in the evening session, after the election of officers for the ensuing year, by the reading of a paper on “ The development of the superintendency,” by Charles Francis Adams, jr., of Quiucy, Mass. Hon. G. J. Orr, of Atlanta, Ga., then read an interesting paper on “ The education of the negro: its rise, progress, and present status,” which closed the session. The session of Thursday morning opened with a report from T. W. Bicknell, of Massachusetts, in favor of the organization of a “National Council of Education” in connection with and as a part of this association, and a constitution for the same was adopted and officers were chosen. The council consists of three members chosen by each of the five departments of the association, with twelve additional elected by the directors of the association, and twenty-four others elected by the twenty-seven thus created, making fifty-one in all, provision being made for annual change of seven and for annual meetings in connection with those of the general association. J. W. Dickinson, secretary of the Massachusetts board of education, then read a paper on “Results of methods of teaching,” in which he held that those who have no definite methods to use have generally no definite ends to obtain. Dr. W. T. Harris, of St. Louis, followed with a paper on “Text books and their uses,” in which their abuse and proper use were set forth at length, quoting the words of Rousseau : “Read¬ ing is the great misery of children. The pedagogues teach children words, nothing but words, and no real knowledge.” Edward A. Singer, of Philadelphia, opened the evening session with an instructive paper on “What constitutes a practical course of study;” at the close of which Supt. A. J. Rickoff, of Ohio, after indorsing the excellent paper read, said, “ I do not hesitate to give it as my opinion that our course of study is gorged and must be diminished.” Then followed a paper on the “New education,” by W. N. Hailmann, of Detroit, Mich., explaining the theory and working of Kinder¬ garten training and contrasting the theories of Pestalozzi and Frobel. At the opening of Friday morning session, the names of the National Council of Ed¬ ucation Avere reported by W. D. Henkle, of Ohio, chairman of the committee to ap¬ point such members. Dr. James McCosh, president of Princeton College, read a paper on “The importance of harmonizing the primary, secondary, and collegiate systems of 394 REPORT OF THE COMMISSIONER OF EDUCATION. education,” dwelling largely on the importance of an educational system in which the high and normal schools shall educate for and feed the colleges. This was fol¬ lowed by a paper on ‘ ‘ The relation of educators to the spelling reform.” Z. Richards, of Washington, D. C., read the report on necrology. Resolutions on the death of Rev. Barnas Sears, after appropriate remarks by G. J. Orr, of Georgia, were adopted. E. E. White, of Indiana, was requested to prepare a tribute to the memory of Bernard Mal- lon for publication in the report of the proceedings. Hon. J. D. Pickett made a re¬ port for Kentucky, when, after a few closing remarks by the president, the association adjourned. DEPARTMENT OF HIGHER INSTRUCTION. This department (Rev. Lemuel Moss, president) met in the hall of philosophy and after the appointment of a committee of nomination of officers adjourned. On the second day Professor Timayensis, in a brief address, explained and illustrated the modern pronunciation of the Greek language. The third day was devoted to the reading and discussion of a paper by Prof. J. L. Packard on “Scholarships,” which he said presented a problem of no easy solution. The discussion was continued by John Hancock, of Dgyton, Ohio, President L. Moss, of Indiana, A. C. Hall, of New York, I. W. Andrews, of Marietta, Ohio, E. T. Tap- pan, of Kenyon College, Ohio, and L. S. Thompson, of Lafayette, Ind. The department on the fourth day met in the amphitheatre, and was addressed by its president, Eli T. Tappan, on the “Complexity of causes,” who was followed by W. T. Harris, of Missouri, with a paper on “Equivalents in a liberal course of study.” NORMAL DEPARTMENT. The normal department was called to order by its president, J. C. Gilchrist, of Cedar Falls, Iowa. The paper on “ Object lessons in morals,” read before the general associa¬ tion by Rev. A. D. Mayo, was discussed by several gentlemen. The proceedings of the second day were discussions of the paper on “ The domain of nature and art in the process of education,” read by W. H. Payne ; an address from the president of the department; a paper on “ Subject matter in normal training,” by G. L. Osborne, of the Warrensburg Normal School of Missouri, which elicited much discussion as to what was legitimate work in the school room; following which came an elaborate paper by George P. Brown, State Normal School, Indiana, on “The ob¬ structions which .resist the formation and growth of the pedagogic profession.” The discussion which ensued showed a wide difference of opinion on the views expressed in the paper. The third day was devoted to a review of the papers read before the general asso¬ ciation, which showed a deep interest in the various topics presented. After a brief session on the fourth day, the department adjourned. ELEMENTARY DEPARTMENT. This department, presided over by J. H. Smart, superintendent of public instruc¬ tion of Indiana, after electing officers for the ensuing year and attending to minor matters, devoted the third day to a paper on “ The practical use of reference books,” by Miss Mary W. Hinman, of La Porte, Ind., and to one by E. O. Yaile, of Chicago, on “What shall we seek to accomplish in the reading exercises?” These two papers were largely discussed, eliciting great interest and diversity of views. Then followed a paper by Miss Ellen Hyde, president of the normal school at Framingham, Mass., discussing the question “ How can character be symmetrically developed?” DEPARTMENT OF INDUSTRIAL EDUCATION. The department was opened with an address from President E. E. White, of Purdue University, Indiana, in which he presented the importance of “ Technical training in American schools,” arising from the steady decline of the apprenticeship system and the consequent danger that our artisans may be at the mercy of the skilled labor of Europe. This was followed by a paper on “ Technical training in the land grant col¬ leges,” by Dr. J. M. Gregory, of Illinois, stating their origin, purpose, present diffi¬ culties, and his belief in their future popularity and success, as they will aid the arts by giving them trained investigators, inventors, and leaders and by bringing larger lights from science into workshops and fields. DEPARTMENT OF SUPERINTENDENCE. The department was called to order by J. O. Wilson, and officers for the next year were chosen. A resolution on the life and death of Bernard Mallon, after some appro¬ priate remarks by S. G. Brinkley, of Georgia, was adopted. At the second day’s ses¬ sion J. P. Wickersham, J. 0. Wilson, and A. J. Rickoff were chosen representatives of the department in ihe National Council of Education. The time and place of next meeting was left to the officers and the department adjourned. EDUCATIONAL ASSOCIATIONS AND CONVENTIONS. 395 AMERICAN INSTITUTE OF INSTRUCTION. The fifty-first annual meeting of the American Institute, held at Saratoga Springs, N. Y., July 6, 1880, was a notable gathering in the representative character of the persons atteuding, in the excellence of papers read, and in the eagerly improved op¬ portunities for discussion. The death of Dr. Barnas Sears during the session, aud before the hour assigned for the delivery of his paper, gave a sad and pathetic interest to the occasion when his paper was read by Dr. Ellis, of Boston. Hon. Neil Gilmour, superintendent of public instruction in New York, gave an ad¬ dress of welcome, which was responded to by the president of the Institute, I. N. Carle- ton, of New Britain, Conn. The first paper was by Hon. B. G. Northrop, secretary of the Connecticut board of education, on “The Quincy method.” It was discussed by Col. F. W. Parker, of Quincy, and W. T. Harris, of Missouri. H. P. Warren, of the New Hampshire Normal School, read a paper on “The spiritual side of the high school question,” which was then discussed by A. P. Stone, of Massachusetts, Dr. Hoose, of Cortland, N. Y., W. A. Mo wry, of Rhode Island, and others. R. C. Metcalf, of Boston, spoke in favor of the greater use of public libraries by the schools, and the subject was continued by Supt. Ariel Parish, of Connecticut, President Buckham, of the Vermont University, and others. A paper followed on “ Private schools,” by Thomas Cushing, late principal of the Chauncy Hall School, Boston. The history of the American Institute was given in a paper read by Elbridge Smith, of Boston, Mass., and at its close remarks were made by Dr. Henry Barnard, Dr. John Kneeland, of Boston, an ex-president of the Institute, and others. Dr. Kneeland referred to the admission of women to membership in 1808 as a step marking the progress of the period. Dr. Barnard said there had been no forward movement in education during the last fifty years which had not been discussed in the Institute. A congratulatory letter was read from Governor Cornell, of New York, and a letter from General H. K. Oliver, one of the two living founders of the association, regretting that the infirmities of fourscore years prevented his presence. The evening session of the second day was devoted to the paper by the late Dr. Barnas Sears. Before reading it Dr. Ellis made a statement of the circumstances under which it was completed by the writer, who believed it would be his last work and requested him to read it to the association. The subject was “ Educational progress in the United States during the last fifty years.” Beginning with a history of the condition of schools and colleges from the earliest settle¬ ment of the country, it concluded with a statement of the improvements in the methods and quality of instruction since the year 1837, when Horace Mann became secretary of the Massachusetts board of education, at which period the writer dated the beginning of real progress. At the conclusion of the paper the association adjourned, out of re¬ spect to the memory of the distinguished writer, and before the final adjournment resolutions were passed expressing great admiration for his character, life, and achieve¬ ments in behalf of education, and profound sorrow for his death. The first paper of the third day was by Dr. John W. ‘ Philbrick, of Boston, on “Coeducation of the sexes,” in which he insisted on the importance of higher education for women as well as for men, but wanted women to obtain it in separate institutions. Want of time pre¬ vented a full discussion of the question ; only four gentlemen gave their views on it, one of them agreeing with the opinions expressed in the paper, the others favoring co¬ education. A paper by Miss J. H. Stickney, of Boston, Mass., on the “ Language ele¬ ment in education,” was read by S. W. Mason, of Boston. After its discussion read¬ ings were given by Prof. Charles Roberts, jr., of the Union Theological Seminary, New York, and lessons in singing by Prof. H. E. Holt, musical instructor of the public schools of Boston, given to his class of sixteen girls who were present from the Bostou schools. Reports from committees, the election of officers, and other business followed. From the report on necrology it appeared that eight members died during the year. The programme of the last evening began with recitations by Professor Roberts and singing by Professor Holt’s class, and concluded with a lecture from Rev. Henry Ward Beecheron “The new profession.” — (New-England Journal of Education, July 15, 1880.) NEW ENGLAND ASSOCIATION OF SCHOOL SUPERINTENDENTS. FIRST SESSION. This body holds two meetings each year. The first session for 1880 convened on May 28, in Boston. Supt. W. H. Lambert, of Malden, Mass., in a paper on the best interests of the high school, suggested that the causes of the antagonism to the high school were narrowness in aim, absorption in classical to the detriment of other studies, comparative fewness of its pupils and consequent cost, and a course of study inelastic and overcrowded. He recommended that teachers be experts, the studies more prac¬ tical, the high school be the end of the school course, and the curriculum arranged to fit pupils for the ordinary business of life. Then he would have special fitting schools for colleges. Dr. Harris, of St. Louis, pleaded eloquently for high schools. 396 REPORT OF THE COMMISSIONER OF EDUCATION. Mr. G. A. Walton analyzed the new departure in educational affairs in New England, and instanced the benefit that accrued from it to both teachers and pupils. Gen. John Eaton, Commissioner of Education, spoke on the “Supervision of instruction by civil authority.” He referred to the growth, present condition, and legal basis of such supervision, to the functions of this supervision and the character and qualifications of those who administer it, to the rigid inspection and examination of English schools, to the authoritative and non-authoritative functions of a superintendent, and to the need of special trainiug for this position. A report on the definition of teaching, the word method in teaching, and on school discipline was submitted and recommitted, and a general discussion of the papers followed. SECOND SESSION. The fall meeting was also held in Boston, October 29, 1880. Supt. W. W. Waterman, of Taunton, discussed “What is the most satisfactory division of classes and appor¬ tionment of studies of graded schools?” He would have teachers continue long enough with a class to understand the individualities of the pupils and to produce permanent impressions ; he would have both general and separate class work, short steps in the course of study, and all studies distributed so as to cultivate power of concentration and continuity of thought. A resolution that the State make provision for the uni¬ form examination of teachers for all grades of schools was next discussed. Supt. O. B. Bruce, of Lynn, considered the expediency and feasibility of such an examination. He urged the right of the State to demand a certain high standard of its teachers after expending so much in training them. Superintendents Stone and Marble were heartily in favor of State examinations. The following resolution was adopted: That the in¬ terests of the public schools of New England require that they be committed to the care of efficient skilled supervision. After the election of officers, the meeting ad¬ journed. — (New-England Journal of Education. ) WESTERN PEDAGOGICAL ASSOCIATION. An informal meeting of men interested in the professional education of teachers was held at Ann Arbor, Mich., January 2-3, 1880. The purpose of the meeting was to discuss some of the fundamental questions in normal instruction and to agree upon certain lines of doctrine and policy. The papers presented and discussed were as follows: “Diagnosis of the disease of the body educational,” by G. P. Brown; “ The Quincy system,” by E. C. Hewitt; “Educational psychology,” by W. H. Payne; “The doctrine of memory,” bv Daniel Putnam; “Pupil teaching,” by Joseph Esta- brook; and a sketch of the J!cole Normale Centrale of Paris, by Professor Henne- quin. The following resolutions were adopted : That in lectures in the class room and before the people the value of skilful supervision be enforced and the largest liberty in the exercise of supervisory duties advocated ; that while formation or culture is the great purpose of scholastic training, the mind, as the instrument of thought, is best developed while being furnished with valuable knowledge; that an elementary and an advanced treatise on educational psychology and a compendious history of educa¬ tion are needed for the purposes of sound normal instruction; that a meeting of men especially interested in normal instruction be called, at Put-in Bay in the third week of July, 1880. At such meeting the following topics were to be brought forward for discussion: (1) The formation of a body of educational doctrine, (2) the unification of professional instruction in normal schools, (3) the relation of normal school work to the State, (4) the education of the public with reference to normal schools and their work, (5) the relation of academic to strictly professional work, and (6) the rela¬ tion of model and training schools to normal schools. Whether this meeting was held is not known. — (Pennsylvania School Journal.) INTERNATIONAL SOCIETY FOR INVESTIGATING AND PROMOTING THE SCIENCE OF TEACHING. The first meeting of this society was announced for August 16-21, 1880, at the Thousand Islands Park. It was the outgrowth of a preliminary meeting — the Normal Educational Conference — held in August, 1879, in the same place. The feeling among educators that the profession of teaching should have an association to promote the scientific advancement of the knowledge and experience of teaching is to be carried out by this society. Many of the most progressive and scholarly educators in Can¬ ada and the United States are already members, and it is thought that it will be one of the most profitable educational gatherings in the country. The following subjects are to be presented: “Intellectual education: its nature, province, and method;” “Laws of methods of teaching ;” “ Moral education in public schools : its nat ure, prov¬ ince, and method ;” “Art education in public schools: its nature, province, and method;” “How children learn to read ;” “School government : its nature, province, and method,” &c. This body is said to be the only educational association of a purely scientific and professional character that has been organized in this country. — (Educational Weekly.) EDUCATIONAL ASSOCIATIONS AND CONVENTIONS. 397 AMERICAN FROBEL UNION. Tlie first of a series of public conferences to be held by the American Frbbel Union took place in New York, beginning March 31, 1880. The object of these meetings is to review the work of the Kindergarten in America by means of lectures and discus¬ sions by prominent people most interested in the work, and through these meetings to help the Kindergarten work in this country. Miss Peabody, president of the union, recounted the history, present condition, and aims of the union. Thomas Cushing, late principal of the Chauncy Hall School, Boston, spoke of the operation of the Kindergarten in his school. Dr. Win. T. Harris, superintendent of public instruc¬ tion in St. Louis, explained the methods of the Kindergarten and advocated a place for it in the common school system. Prof. Felix Adler favored these schools for the poor. Professor Bachellor spoke on the “Analogies of tone and color,” and E. A. Spring, sculptor, of Perth Amboy, N. J., on “ Modelling as an occupation of the Kin¬ dergarten.” — (New-England Journal of Education.) AMERICAN PHILOLOGICAL ASSOCIATION. The twelfth annual meeting was held in Philadelphia July 13-15, 1880. Organized in 1868 for the pursuit of philological studies, in its membership are embraced nearly all the prominent students of languages in America. The president, Prof. C. H. Toy, of Harvard College, delivered the annual address; Prof. W. D. Whitney, of Yale Col¬ lege, read a paper on u Logical consistency in linguistic views ; ” Rev. R. F. Weidner, one on “ Some points connected with the prophecy of Obadiah ; ” Dr. W. C. Cattell, presi¬ dent of Lafayette College, one on the “Etymologies of Lactantius ; ” Prof. M. W. Hum¬ phrey, of Vanderbilt University, “ A contribution to infantile linguistics;” Prof. S. S. Haldeman, University of Pennsylvania, “Notes on the invention of wOrds by chil¬ dren.” These were followed by papers from Dr. Isaac H. Hall, on “The declination of the Cypriote article,” and from Rev. R. F. Weidner, on the u Study of the Bible.” The committee on the nomination of officers reported, and this closed the morning session of the second day. In the afternoon the following topics were presented : “The use of Anglo-Saxon particles,” Prof. C. P. G. Scott, of Columbia College; “The beginning of written literature in Greece,” Prof. Lewis R. Packard, of Yale College; “ The battle of Mons Grampius,” Prof. W. F. Allen. The last day’s session was opened by Professor Toy, who read a paper on “ Verbs ending in un in Hebrew as an indica¬ tion of date.” A paper from A. C. Merriam, ph. d., of Columbia College, on “An ex¬ periment of reading Greek at sight with volunteer classes in college,” was read by Dr. Cattell. The last paper presented to the association was on Virgil and Plato. Ernest G. Sihler, ph. d., of New Yrork, traced the analogy between the transcendental psychology of the sixth book of the A^neid and Plato’s Metempsychosis, discussing the motive of this episode in the economy of the Roman epic. The association theu adjourned to meet in Cleveland in 1881. — (Daily Evening Telegraph.) SPELLING REFORM ASSOCIATION. The annual meeting was held at Chautauqua, N. Y., in connection with the Na¬ tional Educational Association, July 15-16, 1880. The president, Prof. F. A. March, of Lafayette College, delivered the introductory address, in which he reviewed the progress made in spelling reform during the year. He referred to the formation of the English Spelling Reform Association, and to the recent action of the Philological As¬ sociation of England, by which a list of words is to be made out wherein the spelling suggests a false etymology. Dr. J. M. Gregory, president of the Illinois Industrial University, spoke on the spelling reform demanded by the nineteenth century. Mr. Z. Richards, of Washington, D. C., claimed to be the first spelling reformer, as he com¬ menced in 1844. On the second day Mr. W. G. Ballantine, professor of Hebrew in Oberlin College, commenced the exercises with a paper entitled “ The duty of our col¬ leges to the spelling reform.” Mr. E. O. Vaile, of Chicago, spoke on “Spelling reform and the press.” A lively discussion followed, the speakers agreeing as to the necessity of prompt action in order to improve the schools and advance the interests of educa¬ tion. After the usual business arrangements, the association adjourned. — (New-Eng¬ land Journal of Education.) NATIONAL GERMAN-AMERICAN TEACHERS’ ASSOCIATION. This association held its eleventh annual convention at Newark, N. J., July 27-30, 1880. After listening to addresses of welcome of Mayor Fiedler and Mr. Barringer, superintendent of city schools, the following officers were elected : Prof. W. J. Eckoff, of Newark, president; Mr. H. H. Fick, superintendent of drawing in Cincin¬ nati, vice president; Prof. A. Schumacher, of Cleveland, secretary, and Prof. G. H. Borger, of Cincinnati, treasurer. The chairman of the executive committee read a report on the activity of the association during the preceding year. 398 REPORT OF THE COMMISSIONER OF EDUCATION. At the first session several papers of great interest were presented and ably dis¬ cussed, to wit: “Gymnastics in the common school,” by Prof. Geo. Wagner; “The claims of instruction in drawing,” by Prof. H. H. Fick. This paper abounded in valu¬ able information regarding the history of the study of drawing and led to a spirited discussion. Then the question of “ Establishing special schools” was taken up. Mr. A. Schiick, of Detroit, advocated the adoption of his motion: “The association con¬ siders the establishment of special (so-called ungraded or unclassified) schools necessary for such pupils as disturb and check the progress of the great majority either by reason of their moral depravity or intellectual poverty.” The association adopted his motion in so far as it related to schools for “morally weak” pupils, but could only after a long discussion be brought to admit the necessity of establishing schools specially adapted for the “intellectually weak” ones. The convincing arguments of Prof. W. N. Hailmann, of Detroit, however, led to the adoption of the resolution, amended by Prof. I. Keller, of Milwaukee, to the effect that special classes in large school-houses might answer the purpose. In the evening Prof. L. R. Klemm, of Cincinnati, delivered an address to a large audience in the Academy of Music on “ Old truths in new garments.” He discussed the province of the common school, holding it to consist chiefly iu developing harmo¬ niously the child’s natural gifts. He quoted at length the “irrepressible business man,” the statesman, the artist, the learned man, the journalist, and generally refuted their claims, showing that they measure the results of the schools by the needs of their vocations. He found but one fault with the common school as it is, namely, th it it lays too much stress on the acquisition of knowledge instead of its application, which fault he illustrated very convincingly. The address was exceptionally well received. The second session was occupied in discussing the relation of the association to the National Normal School in Milwaukee, its own creation, and to the turners’ and the teachers’ associations. Mr. Von der Heide, of Newark, then read an essay on “ German spelling and script,” which led to the appointment of a committee to act with the Spelling Reform Society in Germany. Mr. C. Wiedemann, of Newark, spoke with great earnestness of the necessity of more bodily exercise for girls. Dr. Lehl- bach, of Newark, read a paper on “Hygiene in school,” which led to a direction to the executive officers to prepare a pamphlet containing the results of actual researches regarding the health of school children. The committee on statistics, Professor Fick chairman, presented an interesting but incomplete report showing the extent of in¬ struction in German in public, parochial, and private schools in this country. The committee was requested to continue its labors, and funds were appropriated for the purpose. Prof. I. Keller, principal of the normal school above mentioned, reported on the present and future state of the institution. New trustees were elected. Prof. W. J. Eckoff reported on the labors of his committee on “Selection of suitable matter for aesthetic culture.” The chairman of the committee on Kindergarten, Professor Hailmann, also read a valuable report on the progress of the year. Ail the reports aud papers were discussed. The third session began with a paper by Mr. J. Reichhelm, of Hoboken, on “The citizen of the Union and his claim for proper education.” After the transaction of routine business, a special committee laid before the association a carefully revised constitution, wffiich was adopted without discussion. There is no question that this eleventh convention was an improvement on the previous ones, owing to the high character of the discussions held at Newark. The following gentlemen were elected officers for the year 1880-’81: Prof. W. N. Hailmann, of Detroit, president; Prof. L. R. Klemm, of Cincinnati, secretary ; Prof. G. H. Bor- ger, of Cincinnati, treasurer. Davenport, Iowa, was selected as the place for holding the next convention. BUSINESS COLLEGE TEACHERS’ AND PENMEN’S ASSOCIATION. This body met in Chicago July 27-31, 1880, with delegates and pupils from the different institutions of these classes in attendance. About fifty persons, representing from 25,000 to 30,000 students, attended the meeting. Among the subjects discussed -were banking, book-keeping, national finances, methods of detecting false entries to cloak embezzlement, and expert methods of discovering and identifying handwriting. Lectures were given on the German language as related to commercial education, phonography, the voice as a medium in business communications, the mission of a business college and its place among educational institutions, and on the value of a business college course as ascertained by the experience of a graduate who has pur¬ sued a successful business career. The usual business matters, drafting of resolutions, &c., preceded the adjournment. — (Proceedings of the convention, New-England Jour¬ nal of Education.) INTER STATE ORATORICAL CONTEST. The sixth annual inter State collegiate oratorical contest took place at Oberlin, Ohio, May 5, 1880. Hon. Thomas A. Hendricks, Judge S. N. Owen, and Rev. James EDUCATIONAL ASSOCIATIONS AND CONVENTIONS. 399 Brand acted as judges. L. C. Harris, of Grinnell College, Iowa, took the first prize, and Richard Yates, of Illinois College, the second. — (Ohio Educational Monthly, June, 1880.) The association for this purpose covers the whole Northwest, each college connected with it having a contest among its students to determine which one of them shall represent it in a State contest, the victor in which last represents his State in the inter State contest for the year. The object of the association is of course the devel¬ opment of oratorical capacity among college students. AMERICAN ACADEMY OF ARTS AND SCIENCES. The American Academy of Arts and Sciences celebrated the centennial of its cor¬ porate existence May 26, 1880, in the old South Church at Boston. About 300 were present, including fellows, associate fellows, and honorary members, besides members of sister academies at home and abroad and of other similar associations. Many learned societies unable to send delegates forwarded cordial greetings, among these being the Royal Danish Academy of Sciences, the academic consistory of the University at Lund, Sweden, and the Astronomical Society of Gotha and Strasburg, Germany. Among the foreign societies represented were the Philosophical Society of Cambridge, England, the Statistical Society of London, the Soci6t6 de G^ographie Commerciale, Bordeaux, the Soci6t6 G6ologique de France, the Accademia dei Lincei of Rome, the Academy of Sciences at Bologna, and the Zoological Society of Frankfort-on-the-Main. Delegates from thirteen learned societies of the United States were present, and there was a full attendance of fellows of the academy. Hon. Robert C. Winthrop presided and delivered the principal address. Dr. O. W. Holmes read a poem, and remarks were made by Professor Gray, formerly president of the academy, Very Rev. John S. How- son, Dean of Chester, Prof. W. B. Rogers, and others. Founded in 1779 and chartered May 4, 1780, this academy is the oldest corporation of its kind in the country save one, the American Philosophical Society, of Philadel¬ phia, which preceded it by a few months. The French Academy and the Royal So¬ ciety were taken as models, but the American academy was well aware of its special needs and has always been a true academy, faithful to its objects. An independent society of learned men who are at the head of their branches of knowledge, it excludes the schools of medicine, theology, and law, as such, because the school which trains for a learned pursuit does not intend to discover the new but to guard the old. The academy means to keep on the heights of science; its memoirs and essays are neither popular adaptations nor learned manuals and digests ; they avoid rhetoric and the academic dialect. By the charter it is provided that at least four meetings a year shall be held. The membership is confined to 200 fellows who must be residents of Massa¬ chusetts, 100 associate fellows, residents of the United States outside of Massachusetts, and 75 honorary members who live in foreign countries. The academy is so far an insti¬ tution of Massachusetts- and Boston as that the meetings and administration are con¬ ducted there. — (Boston Daily Advertiser, May 26, 27, 1880.) AMERICAN ASSOCIATION FOR THE ADVANCEMENT OF SCIENCE. This association held its twenty-ninth annual meeting in Boston August 25 to Sep¬ tember 1, 1880, with the presidentelect, Hon. Lewis H. Morgan, of Rochester, N. Y., in the chair. The introductory address, by President Rogers, of the Massachusetts Insti¬ tute of Technology, was followed by addresses of welcome by Mayor Prince and Gov¬ ernor Long. The deaths of members of the society for the year were reported ; a com¬ mittee was appointed to draft resolutions on the death of General Albert J. Myer, and another to cable greetings to the British Association on its fiftieth meeting. The gen¬ eral session was then adjourned, and the various sections and subsections organized. Prof. Asaph Hall, of Washington, reviewed the recent advances in the science of as¬ tronomy ; Prof. J ohn M. Ordway took up the latest achievements of practical chemistry, and discussed its methods. Maj. J. W. Powell, in the subsection of anthropology, spoke on the social organization and government of the Wyandotte Indians. In the even¬ ing the retiring president, Prof. George F. Barker, addressed the association on “ Some modern aspects of the life question,” basing his remarks on the theory that every ac¬ tion of the living body is, sooner or later, to be recognized as purely chemical or physi¬ cal, the life that science has to deal with having no existence apart from matter. At the second day’s meetings Prof. Alfred M. Thayer, in a eulogy on the late Professor Henry, dwelt particularly on his work as a discoverer in science. The practical side of that work was touched on in connection with the experiments which proved so beneficial to the light-house and fog-signal service. Prof. Alexander Agassiz followed with an address on “Paleontological and embryological development,” choosing his illustrations from a limited group of marine animals having less than 300 living species and more than 2,000 known fossil species. A glance at the programme of the meeting shows that its proceedings were rich in varied interest and characterized mainly by a genuine scientific spirit. Among other noteworthy presentations was the 400 REPORT OF THE COMMISSIONER OF EDUCATION. picturesque photographing of the Rocky Mountain flora by Professor Gray. Various entertainments were given to the members; certain hours were devoted to visiting museums, libraries, &c.; and one evening was given to the section of microscopy of the Boston Society of Natural History; members of the association were desired to par¬ ticipate by exhibiting instruments, accessory apparatus, and specimens. The asso¬ ciation was largely attended, nearly 600 members being registered the flrst day, and fully 500 new members were elected during the first two days. — (Scientific American, New-England Journal of Education.) AMERICAN SOCIAL SCIENCE ASSOCIATION. The Social Science Association met at Saratoga Springs, N. Y., September 8, 1880, Col. T. W. Higginson, of Massachusetts, presiding over the educational department. Mr. Higginson said that the so-called Quincy method of education was only a re¬ vival of a system advocated by the late Horace Mann. Mrs. Talbot, of Boston, read the report of William T. Harris on Kindergarten. Mr. Higginson thought that some modifications in Frbbel’s method were made necessary in this country by the differ¬ ent climate and social conditions here. Miss A. Wiggens, who had observed Kinder¬ garten in Germany, thought that less machinery is needed here. President Gregory, of Illinois (long at the head of the Industrial University), expressed rhe belief that children are sent to school when too young, and that better scholarship resulted when school life was not begun earlier than 9 or 10 years of age. Mr. Higginson said the best scholars he had known began school life young. Miss Edith Simcox, of the London school board, sent a paper on educational progress in England, in which was sketched the development of the educational system in England during the past fifty years, including the various steps to secure the higher education of women. Mr. Hig¬ ginson alluded to the influence of an American, Moncure D. Conway, of London, in bringing about much of this progress, particularly in respect to the higher education of women. Mr. Conway, who was present, then gave some facts showing the progress made in that cause, and expressed the opinion that in a few years coeducation of the sexes in colleges would be an assured and common fact. Other papers followed : one on “The relation of the public library to the public schools,7’ by S. S. Green, of Wor¬ cester, Mass.; one on “The treatment of insanity in its economic aspect,” by Walter H. Channing, M. r>., of Boston; one on “The American newspaper: its relation to American education,” by Di^. J. M. Gregory, of Illinois ; and one on “The adulteration of food, drugs, and domestic articles,” by Prof. S. W. Johnson, of Yale College. The last was an exhaustive review of the past and present adulterations of food in Eng¬ land and the United States. It concluded, however, with the opinion that we are not suffering serious loss of goods or health from this cause. A communication was read from Leroy Parker, of the Michigan State board of health, recognizing the importance of the subject and urging the necessity of arousing public opinion to secure the enforcement of laws against the adulteration of food.— (New-England Journal of Edu¬ cation.) NATIONAL ACADEMY OF SCIENCES. FIRST MEETING. Two sessions of this association are held each year; the first took place in Wash¬ ington, D. C., April 20-23, 1880 ; the last in New York City, November 16-19, 1880. In a private session of the spring meeting an amendment to the constitution was adopted limiting the number of members in the future to 100. Professor Agassiz described the new species of sea urchins found by the Challenger expedition. Dr. Coues read Prof. A. S. Packard’s paper on “The internal structure of the brain of the Limulus polyphemus, or liorsefoot crab.” Prof. O. C. Marsh reaffirmed his discoveries touching the law of brain growth. Mr. D. P. Todd presented a plan for the use of the electric telegraph by which observers of the eclipse of 1882 might telegraph their discoveries" from station to station. F. M. Green read a paper on the telegraphic determinations of longitude by the United States Hydrographic Office. Prof. T. Sterry Hunt, in his paper on “The Taconic system in geology,” reviewed the evidence of a great and widespread series of rocks, pre-Cambrian in age, and showed where they are to be found and of what they are composed. Prof. S. P. Langley explained experiments in the meas¬ urement of radiant heat and told of an improved thermo-electric apparatus due to a product of the American iron industry. Prof. William Harkness, in ‘ 1 The solar corona, ” summarized the amount and distribution of light in the corona of July 29, 1878, as follows : Total light of corona 3.8 times that of the full moon, or 0.0000069 that of the sun. Other papers were on the nebula of Orion and the distribution of Zeus conchif- era, an early race of man in Japan. SECOND MEETING. At the fall meeting Professor Agassiz read two papers, one a report of the dredging cruise of the United States steamer Blake, Commander Bartlett, during the summer of EDUCATIONAL ASSOCIATIONS AND CONVENTIONS. 401 1880, the other on the origin of the coral reefs of the Yucatan and Florida Banks. Prof. J. E. Hilgard read a paper on the basin of the Gulf of Mexico. These papers -were said to add materially to the knowledge of the South Atlantic Coast, the Gulf of Mexico, and the Caribbean Sea. Prof. Henry Morton, of the Stevens Institute, gave two j>apers ; the first, on some recent experimentsin determining the electro-motive force of the Brush dynamo-electric generator ; the second, on measurement of new forms of electric lamps operating by incandescence. These electrical papers, particularly the latter, on the Maxim incandescent lamp, awakened unusual interest. Important in¬ formation was presented to the academy by Prof. Wolcott Gibbs’s new method of analyzing metals by electrolysis. Prof. S. P. Langley read papers on the thermal balance and on the measurement of radiant energy. Prof. Elias Loomis followed with a report on the causes which determine the progressive movement of storms. Prof. O. N. Rood described an improvement in the Sprengel air pump. Prof. J. S. Newberry’s papers were entitled “Antimony mines of Southern Utah” and “ Deposits of crystalline ores in Utah.” Pie regards Utah as one of the great mineral regions. Prof. Henry Draper spoke on the photographing of the nebula in Orion; Prof. G. F. Barker, on con¬ densers of high potentiality; C. S. Peirce, on the ellipticity of the earth ; Prof. 0. C. Marsh, on the brain and spinal cord of some extinct reptiles, — (Scientific American, New-England Journal of Education. ) CONFERENCE OF PRINCIPALS OF SCHOOLS FOR THE DEAF AND DUMB. The fourth conference of principals and superintendents of American institutions for the deaf and dumb met at the Clarke Institution, Northampton, Mass., May 25-29, 1880. After a brief address of welcome by Miss Plarriet B. Rogers, principal of the Clarke Institution, committees were appointed and officers elected. Rev. Thomas Gallaudet, D. d., who was elected president, addressed the conference, expressing in¬ creased faith in the practical value of articulation and lip-reading in the teaching of the deaf. Sister Mary Ann Burke, principal of Le Couteulx St. Mary’s Institution, Buffalo, N. Y., gave her views on the combined method which is used in that institu¬ tion. A very interesting discussion followed on the relative value of articulation and the sign language, and on the two combined, the weight of opinion appearing to be in favor of the combined plan. Dr. Gallaudet spoke in regard to the best j)reparation of students for admission to the National Deaf-Mute College at Washington, and im¬ plied to a number of questions from those present on the subject. Mr. Leonidas Poyntz, of Staunton, Va., read a paper entitled “A view of the paramount importance of primary education ; ” and at its conclusion Mr. Westervelt, of the Western New York Institution, was asked to describe the primary instruction there, in which the Kindergarten system is used with decided advantage. Miss Sarah Fuller, principal of the Horace Mann School, Boston, explained the aims and plans of the Society for the Encouragement of Study at Home with reference to aiding indigent mute young ladies in the pursuit of their studies after leaving school, stating that a special pro¬ gramme of reading and study had been prepared for them and a teacher placed in charge of the work. Dr. Mclntire and Mr. Hammond spoke earnestly in favor of the plan as one likely to result in great benefit to deaf-mute girls. Mr. Woodbridge, prin¬ cipal of the Halifax Institution (Nova Scotia), read a valuable paper on “ The art of drawing; its importance to deaf-mutes.” Mr. H. A. Gudger, principal of the North Carolina Institution, Raleigh, N. C., read a suggestive paper by Mrs. Helen Campbell, superintendent of the Cookery School, Raleigh, N. C., on the importance of giving special training in cookery to deaf-mute girls. The usefulness of the audiphone as an aid in the instruction of deaf mutes was next discussed, a majority of the speakers considering it of no value in most cases. Further discussion on the ‘ ‘ combined method ” ensued, in the course of which some members expressed a decided objection to the term “dumb” in characterizing persons who cannot hear. After further consideration of the means of supplying material for object teaching in institutions, resolutions of thanks to various persons were adopted and the conference adjourned. — (American Annals for the Deaf and Dumb, July, 1880.) AMERICAN ASSOCIATION OF INSTRUCTORS OF THE BLIND. Held biennially, this association met for the sixth time, at Louisville, Ky., August 17-19, 1880, the president, G. L. Smead, of Ohio, in the chair. The proceedings of the first day included the address of welcome by Dr. T. S. Bell, president of the board of trustees of the Kentucky Institution for the Blind, the reply by the president, and addresses by Mr. Chapin, of Philadelphia, and Hon. Albert S. Willis, of Kentucky. On the second day, after the reading of the treasurer’s report, the committee ap¬ pointed at the last convention to memorialize Congress in behalf of the education of the blind, submitted their report, which was adopted. The new education, or Kinder¬ garten for the blind, was discussed in the afternoon, the art of printing for the blind occupying the rest of the morning session. The evening was given up to the arrang- 26 E 402 REPORT OF THE COMMISSIONER OF EDUCATION. ing of business matters. During the third day’s sessions, the subject of institu¬ tions for blind colored people was entered into. A committee was appointed to con¬ sider the need of a collegiate education for the blind. A discussion took place in regal'd to a more comprehensive system of industrial education in institutions for this class, a combination of the best features of British and American systems being aimed at. The board of trustees of the American Printing House for the Blind met also at Louisville in connection with the association. The need of extending the field of literature for this class was urged, and a report of what has been done was presented. On the afternoon of August 19, the convention adjourned to meet at Janes¬ ville, Wis., in August, 1882. — (Report of proceedings.) SOCIETY FOR POLITICAL EDUCATION. There was established in October, 1880, a national society for education in political science non-partisan in character and national in scope. It has no president, but is controlled by an executive committee of 25 members from different sections of the country, many of them distinguished as students of political and social science and of all shades of political opinion. One-third of the members resign each year, their places being filled by the remaining two- thirds. A wide correspondence is carried on by five secretaries, living in as many different sections of the country, through whom courses of reading selected by the society are recommended. Books and tracts on economic and political topics are published and circulated, the details of printing being attended to by a committee of ways and means, whose headquarters are in New York. The course of reading selected for the first year comprised Nordhoff’s Politics for Young America, Prof. A. L. Perry’s Introduction to Political Economy, Johnson’s History of American Politics, and McAdam’s Alphabet in Finance. There are two classes of membership, active and cooperating. Active members are such persons as will pledge themselves to read the books recommended by the society for tlie official year, included in its Library of Political Education, and will pay an annual fee of 50 cents. Any person may become a cooperating member on the annual payment of $5 or more, which entitles such member to receive all the tracts published by the society. There are no other conditions or obligations of mem¬ bership. The number of tracts to be published annually will depend chiefly on the amount of subscriptions received. It is also desired to establish a fund for further¬ ing the general work of the society and for facilitating the placing of books approved by the society in public and school libraries. — (Circulars and letter from Secretary R. L. Dugdale, 5 Morton street, N. Y.) AMERICAN PUBLIC HEALTH ASSOCIATION. Dr. John S. Billings presided over the eighth annual meeting of this association, held in New Orleans, December 7-10, 1880. Over 400 members were present. A re¬ port of the advisory committee on national sanitary legislation was the forerunner of various papers on sanitation. Dr. G. B. Thornton, of Memphis, commenced with “The sanitation of Memphis;” Colonel Waring followed with “The value of sanitation from an economic standpoint;” Prof. Jno. Gamgee, with “ The sanitary urgency of the Florida ship canal.” Dr. A. L. Gihon read Dr. Turner’s paper on sanitation of emigrant ships ; Hon. John Eaton, Commissioner of Education, a paper on sanitation and educa¬ tion; and Dr. Scales, one on municipal sanitation as practised in Mobile. A resolution was adopted that the advisory and executive committees take under consideration the advisability of establishing a national museum of hygiene; also, one commending the organization of auxiliary sanitary associations. Various other papers were read on different subjects; among them was one on the relations of schools to diphtheria, by Dr. Baker, of Michigan. Several resolutions were presented and adopted. In one the association, recognizing that systematic sanitary surveys and inspection are essen¬ tial aids to successful public health works and to the progress and application of saui- tary science, urged upon local authorities the importance of such surveys and of the sanitary maps and records that pertain thereto. — (Southern Practitioner.) AMERICAN LIBRARY ASSOCIATION. Various endeavors were made during the year 1880 to have a meeting of this asso¬ ciation. The decision was at last arrived at that Washington, D. C., should be the city, and that the conference should be held in February, 1881. A review of the pro¬ ceedings will be given in the Report of the Commissioner of Education for 1881. — (Li¬ brary Journal.) AMERICAN ACADEMY OF MEDICINE. On September 28-29, 1880, the fifth annual meeting of this body took place in Provi¬ dence, R. I. The society consisted of 119 members, of whom 24 were present during the session. Dr. Frederick D. Lente, of New York, presided, and welcomed the members. EDUCATIONAL ASSOCIATIONS AND CONVENTIONS. 403 Several amendments to the constitution were adopted and the hand of fellowship was given to 26 gentlemen. The council was instructed to collect the laws of all the States in the Union and of the Dominion of Canada which pertain to physicians and to the practice of medicine, with a digest of the same, and to present them to the academy at its next annual meeting. In the evening Dr. Lente delivered the annual address on the higher education of medical men and its influence on the profession and the public. He stated that we have too many medical schools and too many physicians, there being one to every 600 persons; in European countries there is one to every 3,800. Better men should be induced to enter the profession and there should be a higher stand¬ ard of requirements. The object of this society is to bring together the most highly educated men in the profession and to encourage thorough preparatory education. The best preliminary requirement at present available is that the student possess the degree of a. b. or a. m. from some respectable literary institution. A medical diploma should show that the holder has availed himself of all possible advantages. The reading of records^ report of treasurer, &c., finished the proceedings. — (Boston Medical and Sur¬ gical Journal.) AMERICAN MEDICAL COLLEGE ASSOCIATION. At the fourth annual meeting of this association, held in New York May 31, 1880, it was decided that all medical colleges belonging to the association should require of their students, conditional to graduation, attendance on three full courses of lect¬ ures instead of two as heretofore, a measure proposed and debated at the meeting held in 1879. This association, which professes as the great object of its existence the advancement of medical education in the United States, claims to have been already instrumental in greatly diminishing the number of diplomas that are bestowed without thorough study and examination, to have promoted uniformity in medical teaching and in the requirements for graduation, caused the disappearance of all schools hav¬ ing two terms in one year, and made it impossible for students (except at two schools) to complete a medical course within one year. The next step proposed is to add to the requirements a matriculation examination. — (Report of the American Medical College Association, 1880.) NATIONAL ECLECTIC MEDICAL ASSOCIATION. The tenth meeting of this association was held in Chicago June 16-18, 1880, with an attendance of about 135. The annual address by the president, Dr. Milbrey Green, was on the subject of medical improvements, higher standard of education, organization of reformed physicians, necessity of thorough training, importance of hygiene and san¬ itary medicine, &c. A report on surgery was made by Dr. A. J. Howe, and papers were read on the influence of heredity in disease and on medical jurisprudence. The advantages and disadvantages of the plaster of Paris jacket in spinal troubles, &c., were set forth by different persons. A discussion of John Buchanan, bogus degrees, and “ snide” diplomas followed. An address on otology, by Dr. Henry Olin, con¬ cluded by comparing the human ear to a telephone constantly charged with electric force and always ready to convey messages to the brain. The States reported, by delegate or otherwise, on the status of eclectic medicine therein. Reports were read on gynaecology, microscopy, tracheotomy, and on the influence of inebriety on crimi¬ nal statistics. A resolution was adopted that the California Eclectic Medical College be recognized by the association, and after the election of officers, &c., the associa¬ tion adjourned. — (New York Medical Eclectic.) APPENDIX. STATISTICAL TABLES RELATING TO EDUCATION IN THE UNITED STATES. 405 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 REPORT OF THE COMMISSIONER OF EDUCATION. ble I. — Part 1. — Statistics of the school systems of the States and Territories, showing fc. ; from replies to inquiries by the States and Territories. Report for the year — SCHOOL , YEAR. SCHOOL POPULATION. Begins — Ends— Between what ages. Total number between said ages. 1 2 3 4 5 6 Alabama . . 1879-’80 Oct. 1 Sept. 30 7-21 388, 003 Arkansas . . . 1879-’80 July 1 June 30 6-21 a247, 547 California . 1879-’80 July 1 June 30 5-17 215, 978 Colorado . 1880 Sept. 1 Aug. 31 6-21 35, 566 Connecticut . - . 1879-’80 Sept. 1 Aug. 31 4-16 140, 235 Delaware . 1880 Dec. 1 Nov. 30 6-21 35, 459 Florida . 1879-’80 Oct. 1 Sept. 30 4-21 88, 677 Georgia . . 1880 Jan. 1 Dec. 31 6-18 e433, 444 Illinois . . 1879-80 July 1 June 30 6-21 1, 010, 851 Indiana . 1879-80 Sept. 1 Aug. 31 6-21 703, 558 Iowa . 1880 Sept. 16 Sept. 15 5-21 586, 556 Kansas . 1880 Aug. 1 July 31 5-21 340, 647 Kentucky . . . . . . 1880 July 1 June 30 /6-20 545, 161 Louisiana . 1880 Sept. — June — 6-18 273, 845 Maine . 1879-’80 Apr. 1 Mar. 31 4-21 214, 656 Maryland . . . 1879-’80 Sept. 1 July 31 5-20 0330, 590 Massachusetts . 1879-80 May — Apr. — 5-15 307, 321 Michigan . . 1879-’80 Sept. — Sept. — 5-20 506, 221 Minnesota . . 1880 Sept. 1 Aug. 31 5-21 i271, 428 Mississippi . 1880 Jan. 1 Dec. 31 5-21 426, 689 Missouri . .' . 1879-’80 Apr. — Apr. — 6-20 723, 484 Nebraska . 1880 Apr. — Apr. — 5-21 142, 348 Nevada . . . 1879-80 Sept. 1 Aug. 31 6-18 10, 592 New TTampshirc _ _ 1879-80 June — 5-21 c71, 132 New Jersey . . 1880 Sept. 1 Aug. 31 5-18 330, 685 New York . 1879-80 Oct. 1 Sept. 30 5-21 1, 641, 173 North Carolina . 1879-80 Sept. 1 ! Aug. 31 6-21 459, 324 Ohio . 1880 Sept. 1 Aug. 31 6-21 el, 043, 320 Oregon . 1879-’80 Mar. 3 Mar. 2 4-20 59, 615 Pennsylvania . 1879-’80 June — June — 6-21 gl, 370, 000 Rhode Island . 1879-80 May 1 Apr. 30 5-15 52, 273 South Carolina, _ _ _ 1880 Nov. 1 6-16 1 228, 128 Tennessee . . 1879-’80 Sept. 1 Aug. 31 6-21 544, 862 Texas . 1879-’80 Sept. 1 Aug. 31 8-14 230, 527 Vermont . 1879-80 Apr. 1 Mar. 31 5-20 *92, 831 Virginia . 1880 Aug. 1 July 31 5-21 555, 807 West Virginia . 1879-’80 Sept. 1 Aug. 31 6-21 210, 113 Wisconsin . 1880 Sept. 1 Aug. 31 4-20 483, 229 Arizona . . . 1880 Jan. 1 Dec. 31 6-21 7, 148 Dakota . ml879-’80 Apr. 1 Mar. 31 5-21 12, 030 District of Columbia . 1879-’80 July 1 June 30 6-17 43, 558 Idaho _ _ _ 1879-’80 5-21 Montana . 1880 Sept. 1 Aug. 31 4-21 7, 070 New Mexico . 1875 Jan. 1 Dec. 31 7-18 038, 260 Utah . . . 1880 July 1 June 30 6-18 40, 672 Washington . . 1878-79 Sept. 1 Ang. 31 5-21 24, 223 Wyoming _ _ _ _ _ _ 1879 7-21 Indian : Cherokees _ _ _ 1880 5, 413 Chickasaws 1880 Choctaws _ 1880 2, 600 Creeks _ _ _ _ _ _ 1880 3, 431 Seminoles 1880 a Several counties made no report of sex. b Number under 5 years of age. c Estimated. d For the winter term. e In 1879. /For colored population the school age is from G-16. g Estimated by the Bureau. STATISTICAL TABLES. 407 the school population, en rolment, attendance, duration of schools, number and pay of teachers, United Stales Bureau of Education. SCHOOL POPULATION. PUBLIC SCHOOLS. SEX. Humber under 6 years of age. Humber over 16 years of age. Humber between 6 and 16 years of age. Humber of pupils en¬ rolled during school year. Average monthly en¬ rolment. Average daily attend¬ ance. Male. a Male. Female. Male. Female. 1 15 16 17 18 19 20 21 80 146. 6 (cl4, _ 1 _ 953) _ 1 _ d89 2, 594 0512 179. 02 (/13, 900) 0150 0158 . ....... | . :::::: (e48, 452) (60, 440) (il2, 112) 6 2. 7241 150 dl2, ill 12, 799 5, 819 d338 136 148 81 121 d2, 786 | d3, 357 | . 44 i . “ Kentucky _ _ ... _ 102 Louisiana _ .......... 118 (dM, | . 404) Maine _ ...... 120 Maryland _ ... _ ...... «nl76 _ Massachusetts ............ 177 (26,' 289) 0 8 8541 Michigan _ _ _ .......... 141 Minnesota. ................ 94 Mississippi _ ...... _ 77. 5 Missmrri _ d9, 000 . 2, 984 dioo NftbraRlra _ _ 36 109 N p,vai1 a, _ 142.8 (o9 ( § S3 O S ft® ^4-2 M p -i+s-ts H 44 Alabama . Arkansas . California . . Colorado . Connecticut .... Delaware . Florida . Georgia . Blinois . Indiana . . Iowa . Kansas . Kentucky . Louisiana . Maine .. . Maryland . . Massachusetts . . . Michigan . Minnesota . Mississippi . Missouri . . Nebraska. . Nevada . New Hampshire New Jersey . New York . North Carolina . Ohio . Oregon . Pennsylvania. . . . Rhode Island . . . South Carolina.. Tennessee . Texas . Vermont . . Virginia . "West Virginia.. Wisconsin . Arizona . $362, 593 192, 665 2, 207, 044 186, 426 1, Oil, 730 138, 819 97, 115 $1, 000 10, 347 400, 868 93, 179 273, 710 64, 472 3, 557 M, 587, 015 j 3, 365, 046 h2, 901, 948 1, 088, 504 736, 890 2, 235, 232 1, 139, 321 328, 589 13, 828 (948, 096) 1,141,753 | 218,878 (w4, 491, 225) 1, 909, 941 993, 205 669, 393 2, 218, 637 532, 304 83, 706 414, 590 1, 446, 178 7, 638, 922 318, 453 5, 017, 542 210, 429 4, 510, 197 4405, 605 287, 403 596, 680 674, 869 360, 320 714, 783 522, 483 1, 568, 692 474, 252 «500, 512 678, 820 366, 382 9, 580 p98, 252 253, 791 1, 481, 826 3, 181 1, 254, 004 9, 360 1, 906, 790 <71, 422 5, 604 69, 750 38, 264 82, 726 101, 010 110, 961 356, 582 Dakota . . District of Columbia. Idaho . . Montana . 64, 318 277, 012 33, 844 19, 134 104, 346 4, 968 New Mexico Utah - Washington Wyoming. .. Indian: 15, 432 100, 343 94, 019 22, 120 3, 458 4, 535 2, 885 $375, 465 6238,056 2, 864, 571 395, 527 1, 408, 375 d207, 281 6114, 895 y471, 029 7, 531, 942 64, 491, 850 4, 921, 248 1, 818, 387 803, 490 M80, 320 ml, 047, 681 1, 544, 367 5, 156, 731 3, 109, 915 1, 706, 114 6830, 704 63, 152, 178 1, 137, 995 0144, 245 565, 339 1, 928, 374 10, 412, 378 352, 882 *7, 166, 963 314, 017 7, 449, 013 <544, 200 324, 629 724, 862 753, 346 454, 285 946, 109 716, 864 2, 230, 772 61, 172 124, 483 438, 567 38, 812 t;59, 463 18, 890 132, 194 114, 379 22, 120 $0 96 el2 44 11 07 9 39 e6 39 1 08 6 70 5 80 OO 17 5 33 1 29 cl 59 4 56 5 00 jli 91 c 5 70 1 56 7 99 3 23 6 34 98 6 15 5 27 9 03 1 42 5 93 1 52 3 01 4 65 <6 92 ell 51 <3 33 4 72 Cherokees .. Chickasaws. Choctaws. .. Creeks . . Seminoles. .. 60, 803 58, 000 31, 700 28, 356 7, 500 Value of school-houses, furniture, and apparatus. Items not fully reported. In 1879. Includes $1,690 expended for colored schools outside of Wilmington. Does not include expenditure for books. For white schools only. Amount received from the State and from local taxation for the support of the public schools; this unt is largely supplemented by patrons. Includes salaries of superintendents. Exclusive of the value of normal school property. The returns as to expenditure were not complete for the year 1880 ; the figure above given is simply estimated income for school purposes. • d h>»S-9 .20.® O ® fl H f4 o . i&ss gs1«l o, tp O 03 * f^ftco H ^gao . .s-a®^! S. 03 £3^0 O r-H O f-| P ® s §3 c » « b£ • So® ll| 211 III 'O b£Q, ® PIT 45 46 47 48 49 50 51 $2 09 el7 17 17 80 11 01 e8 12 1 99 9 61 7 96 ?11 25 7 85 3 85 c6 74 6 53 8 64 jl4 93 c8 11 c8 42 2 70 12 29 9 48 10 09 1 12 8 59 8 37 17 61 11 63 2 42 3 82 4 43 7 51 18 00 14 87 'cl707 $3 17 c27 35 31 38 17 91 3 31 15 68 12 72 ;18 45 13 20 5 97 9 48 16 37 ;19 66 4 01 ’is'jji 16 82 18 16 2 34 13 47 11 44 ill 81 17 35 9 18 6 57 6 90 11 37 i24 03 19 14 "c24 15 $14 60 11 28 $2, 528, 950 cl44, 875 2, 006, 800 36, 000 2, 021, 346 448, 999 246, 900 4190, 186 2, 104, 465 2, 021, 346 jl2 77 7 67 i$14 14 8 00 6 21 8 33 8 08 997 2 20 9 79 9 74 2 38 ‘li"33 11 52 9, 049, 302 9, 049, 302 9, 065, 255 3, 484, 411 2, 297, 590 438, 287 906, 229 2, 086, 886 2, 880, 942 4, 449, 728 c815, 229 8, 950, 806 3, 323, 217 415, 000 11, 815, 519 1, 755, 682 1, 130, 867 3, 340, 949 15, 000, 000 j 20, 754, 810 1, 454, 007 q7, 265, 807 200, 000 2, 515, 785 "r 531,555 c562, 830 ”240,' 376 266, 950 u2, 512, 500 c669, 087 42, 920 423, 989 2, 747, 844 m2, 512, 500 i3, 385, 571 1, 468, 765 423, 989 2, 995, 112 60, 385 60, 385 C$130, 198, 6, 914, 682, /440, 132, il5, 875, 11, 817, 9, 432, 4, 633, 2, 188, i700, 2, 995, 10, 000, 3, 156, 7, 353, 2, 064, 275, 2, 329, 6, 244, 30, 747, 179, 21, 851, 567, 25, 467, 1, 894, 351, 1, 066, 1, 177, 1, 670 5, 303! 113 cm 1, 206, 118, 912 Z5 25 8 15 17 63 11 92 Z3 33 w799, 399 *1, 306, 696 m>503, 162 x875, 168 150, 000 372, 220, 61, m So reported, though the items given amount to $1,048,386. n Includes expenditure for apparatus and boohs. oSo reported, though the items given amount to $145,191. p Includes amount paid for interest or to cancel debt. <7 Includes the United States deposit fund, as reported in 1878, amounting to $4,014,521. r Exclusive of large quantities of swamp lands. s There was also paid $537,486 for interest on and redemption of bonds, making the grand total ex¬ penditure $7,704,449. ^Includes expenditure for evening schools, win 1877. v Total apportioned. w Including other tribal funds; the income thus derived is augmented from other sources when neo- eBsary. a; National fund, part of the interest of which is used for school purposes. Table II. — School statistics of cities containing 7,500 inhabitants and over, for 1880; from replies to inquiries by the United States Bureau of Education. 414 REPORT OF THE COMMISSIONER OF EDUCATION. •XqSnej oiaAi. S|oot[os aqj sitep jo jaqom jq •j' ea.£ aqj ni si/Bp xooqos jo jaqamjq I CM CM CM CM CM i m o o o o •8xooq»8 XBiqoojBd pnB ajBAijd hi" jaaaqojna pajBanjsg; lOONt-OlfliiltOOOOOOlSOOffl — I O in 1-H O CM CM "*fl O O C- <~ “ - - i cc oo to i-i in m i i rH t- t- m WONOIMt'OM •sjaata qojna ajBoqdnp Sutpnxoxa ‘paxxoj -ua jaqumu ayog a\ ®COint>OOOOmO(NHCMlOOH« tjT cm" r-T in co «T cm" cn in" cJ P" i> eo cm" anoooot-oaHiMO •aSa jo siea-C 9X J9ao jaqomjq •aSa jo sjb9£ 9 japan jaqainjg •9§b x001!08 I'BSax jo jaqoma x^X°X I 00 CM 05 00 t- E~ . 'coooint-Ham- .05 00 r-l E~- <0 lOWOHHCOOi iCOCMCQ'st'COCMinOCMT imoocoCTcqmo IHO®OOCO«CO - - j os in o-o o in co c •9§B JO S.IBai 9X jaAo jaqamjq; •oSb jo siBa^C 9 japan jaqamjq; •a§B xooqos x^Saq ^ t>cltoininin5®ino-4<'4< otooooeoaaoooHH^doaoooortHH rTrTrT'7 1 11 7 ^ ^ ^ ^ ^ ^ V 'l1 ‘j •(0881 JO snsuao) noijBpidod x'BJox loooincooooinosi lOWiiOH ■ CM OC CO CM O CO 1 *S ■§1 O ^ o 'w/ r | § fl°3 3 3^3 csEh^ £ W,g5 ® iPPOcococcPPPOt if s >3 « IOP icMcoimnoi>ooo»o^cMcoT}(intoi I STATISTICAL TABLES. 415 gill HHHHHHHnHHHHHH .H^CMClHrl 11111111 1 1 sill isllllllSlsslSllsallls ilSSl ill ill SI 1 1 rtr -T IsglllsSIll ;lll§ll CO* r-T rH * t—T : rH * • 009 000 ill inns : of : * rf • * • Sign MrtVTcf r-T ggg s llSlgsalsslSIllllllllSlilllllllll rH%fcO of of ofco'co'rH'rH'cf rn'^'r-T COHH^ of CO'fff rH rH Co'rf OSr-To'cf g £j'cf rH Co'sfco'o' i i p :S : g !3SS : : : : :g^ jg&g is : : °|ss i i ill ■ o • o • :° ° : :°° igg :|g| :g : : °°S| jg jog 11 co'sf 111SIS i i ■sf CO CO CO of Of co co lilllsIlllilslllissllgllSsllssl coo co' io tjT tjT oo of o' co' o' o' co o' t* of co o' of o' in' o' o' rg o' co' of o' co' o' o' SI T-i rH II ©ffff SSI ^“o 1 II ooooooooo o ooooooooooooooooooooooooooo4<4<0'4'4<4< SlSiSliSS 8 ISlSll§l§lllllll^lSI§gllil§llllie or CO' 00' rf o' CO rf o' o' o' -'=c'of co oVooco' JH| gf of o'oo' o .o' o' o' | O' CO' O'O'CO' O' Of O' CO 1 % :~gS £ « 'w, Cs-Si •"• * 6^5 o Table II. — School statistics of cities containing 7,500 inhabitants and over, for 1880, tf c. — Continued. 410 REPORT OF THE COMMISSIONER OF EDUCATION. •jqSnB; 9J9Ai. « spoqos aqj sA't;p jo jaqtxrn sj h •JT33^ oqj i Q\ xn s£ep jooqos jo J9qum^i ** •sjooqos IBiqOOXed pnB 9 JBAIld I HI JH9tH[0JH9 pajBcdijsa; ■s. | 5 « •8JH9HI qoJH9 9jHor[dnp StnpH[0X9 ‘p°n01 -H9 J9qtHHH 9T0H A\ on'tooHcot'Ht'inocoMOHn. ioo»honi C'JOWNCJ' •9§B JO 8X69^ 9X J9ao jaqnrajq; •0§H JO SJH9^ 9 Jopun xaqtanj^; •a.oBpoqos -[bSox jo jaqcunn pejox Oi^OfflHWTfOOO!0«a00«»OO®00(M< t'MCSMCOHCOOfflNOOHt'OHHN'S'HOlOt > ->* o • o o o 'OOO^H t-CM1-iOico(MioMiM(MT^oaeoc^ iA ui >A to irl in AAA iA »A A> A> *A lOOiOWiCiO iA iA io lo i C50CCC3lCCO«OlClCinC5lOi •(0881 JO snsnao) noi^epidod xejox <00 i£> t ■ ■ “) CO «-“i ( i CM O i !COOOlOQHWOlOOrO(Mt> Si grg g a © “ HI ®.g £ s^1S hH P hs fi H rrj ' ® m •3 a : ©S'©pHi3 S O 1.§m-9 :P ipq .« ao-5,^ ^ M c? L 5 r •. © m ft A a © Q 9 3 m bo a . ts-gf 1 pj 1 rP ,£j ’ 'raHHL_j»r b • « s» §£.S **•« P .H > © Srfji ©i §S^ 11 § ®|§ g S ® *| § ll2! 1 1*1 'in 1 1 1 gS-g-S S’B g'S — a Sr* g 1 n © p lfl®t'000>OHNC0'#WOC'00C)OHNMT)nn<0l>00®OHN03T)a0 t>C~U~C~t>OOOOOOOOQOOOOOOOOOOCOSO>©i©50S©5 03 0J«5CSOOOOC>0 2,012 1 . | . I 2,102 STATISTICAL TABLES. locoioiflicc: ooooooooooooo ICMCMCMCMCMCMCMCM lO O O O iO rH IO P o — < O T-H o o o < (M (M CM CM CM CM CM 1 o © © o o © Or^Ht'iOOO O O © © O o o © o © ICOOOOlO ■ © © © © © © © ' > © © O © © O rH < IWOIOWOOWOOO^OOOIOWMI OOOOONHHHCICCO CM 00 CO 00 00' L- O X CO t> 1 L-^ ^ c W 00 t> t'WOOCOOOOOTt'lfl^iOO (MiOOQHnOO^l' KNOMHiOi (C^CCHMOCQi OOlHCOiOCO OOOOtMh (M CO W H !N H O 00 © S3 CO © cao tj< CM ' CM~H<~ : ■ O H C- 100^000 ' 00 XT L- 00 riocaoTco m © H< o CM 00 CO CM* ©COCOOCOOOCOOCOt IOt'^©HI>C5LOO - . If'-COOOOOrHCOL'-OO >(M0l>(NQHL-0©(M^ ©00©©©t:-H<©© COCO*-QO©CMt>CMCMHiCMCMCMl>r >COCOCMI>iO©H<^©t^©CMCQCM 00 00 00 NO(M rH © CO lOlOlOOOOOOOOOOOHHHHHOOOOOHOOLOlO'lO OOOOOOOOOOOOCOOOOO^HHHHHHHHH H ri H J CM CM CM©CMrH©OrHCM S.8 £ § § 03 S'g.SFTS OP^o H in C-lHP^rR Wt>^P4 oopqM -§H jj'fcfl £ o © q gp®o 0'S « sw.a.g g H ,!=iMpq " a . . -m .22 d t* s& a g ?Ss bm.§ _ w p i r?'p£ ® a^ sjaljsT! a sWQ,g:s o ^ W)c3 es . gMp=) o «. • GO _ .3 0 o « Mr- ^Jag , rt £ os »' o o £ - r i ^ 1—1 w >rH ,33. -F-i ^ 1 — 1 irS ^ ' M i-Ufl 33 ® ** hd OC©©rHCMCO'«*iO©t> © © © © r-« I CM CM CM CM CM CM CM CM CM CM CO CO CO CO C 00 © © — < CM CO 27 E 417 * From Reportof the Commissioner of Education for 1879, c In day schools only. /In high school, 200 and 195. a Includes Alleghany County. din high sohool, 240 days. 9 Exclusive of Gold Hill, a separate district. b For the city only. t In 1878. h Estimated. Table II. — School statistics of cities containing 7,500 inhabitants and over, for 1880, cfc. — Continued. 418 REPORT OF THE COMMISSIONER OF EDUCATION. •jqsrvej 9J9Ai. 8{00t[0S oqx sXep jojaquinjq • jBa.£ aq j tn s£ep xooqos jo joqtnnjq NM«NM«HCQN«« •'^OCON(N(N05 HONNOiONt-WTjtri^tONi O o U rd R o •sjtrein qoiaa ajBoqdTip Sinptqoxa ‘paxxojc -ua aaqrann aioq A\ 05 T* ^ 00 i-iC5t~OOC©'>S’COOOHNOOL')0' QOt'C'iMIMa'trtOOOfflIOWQOSOOOOOJOOH! S^J r-l r-l W C5 00 1C ca •oSb jo exeal 9t J9A0 jaqomjq •aSr? jo sx5a£ 9 japim .ioqumj^ ■aSt? xooqos x^Sax jo jaqrnua xb^°L UOOOOOOOOQlOlO^' lC5t>t>COCUOOCOO>i>OOt^l>i C^TiiiOlO^Tt'OOCDt>lM o ^ ^ o •oS'H jo s teojC 9 jopnn j0qumj£ •oS^ xooqos x'bSot; C3C^C^C^(>l(N(^C^01(71(^CvlCQG^CsdC^(7dC^C^CjlC^C'lCQC^CQCjlC\!CjJC^C^ LOLo4nLoiooiALOu4iAiAioiAioiAiocicocAocicicocAcococococicA O (M O) CS t> i •(0881 JO snsnoo) uoijuxndod X'EJOX _ __ Wr^OiOHOOCCl>0(MOOOCOlOl>HNt>05(MHOO 00(N(MrJiI>^HOC005(7DC05^HC5l0Hir5C0^«0t>l0(N»m0O(MC0 ‘ 'iOHOiOCOHCMCOHOOCOL^l>OCOCOl07JHHCOO^HOOOOCOW(» .£ S : g ^ 0 tx g t Jr 0 fl *Bi| illll.fi *§■1 _ _ oHdoP * 6 It. 'O t>5 R . o 2 . o S . £ ■ ill P2P E-eaSd re a . s" o 8 © o HPMPtoc/2i-ato^<1 H ; 6 : JH &**&i*i bXVd © g y.rd § gcj R 5 c'dJ PROP o o ® ® M® o o o *3* .S^X a* 533 *.S2 o05o.23S|SldTO 5 ^ |r3 O 3^ 20 ^ q O ro o £ * i jfS'15! fl! £i% as STATISTICAL TABLES. 419 187 197 191 195 200 193 108 188 19G 197 160 196 204 187 173 202 207 195 220 186 190 190 1G5 176 g • : •IlssssSl i :g||gg 195 200 200 200 200 200 193 168 198 200 197 160 lias !l§ 215 220 198 190 190 168 398 _ si ! iisiiSspi i 201 200 198 210 174 11' 2, 000 600 500 *3, 500 500 900 200 350 75 1, 500 425 250 200 35 is J C J.Z, uuu 800 1, 500 300 765 200 277 555 150 3, 738 is Is 400 *360 1, 000 1, 000 490 1, 094 336 590 550 1, 000 i 8S33SSS95S§a3aSBSSSSSlS83aE9SSaa&8SS3SasaiS3S338 . S 3 " * 31| lass :8SS as” l!*iaS* cf § 1 ss IS11II “S“3 I!lslll3glss!li 2'««'eo«“«''c4''^cq»NorNN'eo lallS sllal rJrt rfrt :a Isss rH r-H CQ ISS3 'U'£«U4^'&'^'^'4'U<^'U'A'U^'^.J>. T* ‘si S-rd o o o an •SJH9UI -X0JH9 9jB0ixdiip Satpnxoxo ‘papxoa -U9 JOqunni 9J0IXM OHOOHt'OOJt't-NX O0 H01NNlMl0950HOeO . . _ ioo^cooot>oooo Pcf tffco*Tf coV^TirTco OtXM^OOCO CQ Th l> O 00 ^ ‘ - T* rH •98b JO BIB9iC 91 J9A0 A9qam_K •98b jo sjboa 9 J9pun jgqurnfcj; •oSb xooqos X"bSoT HH OOOOOOOOO l> <^(^<^<^C^CQC<1C Ci i CO rH HHHHH iO ; : : to a § a |m3 o \ 8 e . . . :oo > e ®F.2.2 ■£ 1 :t>pA *j fl g £ |fn 3 ^ r3 O +3 © P 5? W rTr^ 8~r h o 9 2 o o 3 * ©*"2 ® .9 g I S.B g § o S tc5 '£r§ ^ ^ X ^ '3 O § O *h »-h O c5 ,f5 c^K. NCOrfOOC30H(MCO^ COCOCOCOCOCOCOCO^^T^-^TfH NW(N(N(NCUNCUN(NCUN(N Table II. — School statistics of cities containing 7,500 inhabitants and oner, for 1880, £c. — Continued. STATISTICAL TABLES. 421 0& §§ * •arerootf | *§ HOMO pi at ’9™ g WWNH rH - T* Grammar schools. •OIBUIO.J 33 00 CO O iO CO (M rH ^CO CO s 152 o rH CQ *®WTC 30 cq i o * r 5* £J *H rH rH K. ^ Q H OOp* rj ^ JJ §1 i s § gs 1 21S|.6.ls.s!??s.fei p' ■§!! §? I g| s? I g i J II 1 § ijlgl ^3 p| HNoS'^ioat'COOOHwmijiioot'Ccoo HHHHHNNNNNNNN *From Report of the Commissioner of Education for 1879. 6 The report here given, exclusive of population, is for c In primary, grammar, and high, a In 1878. the central school district only, which comprises about d Including Monroe County. one-half of the city. Table II. — School statistics of cities containing 7,500 inhabitants and over, for 1880, $-c. — Continued. 422 REPORT OF THE COMMISSIONER OF EDUCATION Number of teachers in — High schools. •©XBUieg; CO o Cl rH cq eo CO co ; O OQ Cl rH M«CQh) Grammar schools. •o IB mag w w mm o Cl CQ Cl 00 to a tk ! to CO Cl Cl 'Hifaoin I • iH CQ rH CQ . '©TO e* w t>00 o Ith j CJ lO 00 o co CO cTr-Ti-Tci cfco m Cl t- L- CO 00 rH •sX * 03 O § Tjt ‘ MCQ i •sxooqos SoiuoAg; e* co I 05 • rH » •sxooqos xbuuou to CO to tH oo ! •exooqos qSrg; C* 05 O CO o lO rH r-T § o CO o 8 O . 03 o • CO CQ ;rH •sxooqos XBuruiBJf) 60 « O O O Cl <0 T* •^H 1 o CO o o <£> m CO t** oo m m 05 Cl ^ o _ _ o m © O o CO cf UO © CO ^0*0 Cl rH in m — 'ca CO rO o CO o I CO • in • cf j Number of school buildings for — •oiBAiad pun oixqnd ‘s’xooqos XXY H o rH 3 CO Cl • e 1 1 •sxooqos xmqo -oxed pun oiuATjj © CO CO : : •Bxooqos oixqnd ny & H WThOOlO Cl lO OWtOI>OC*H^NOOON» rH CQ j City. H e e § c 1 £= U rp : « II u c i 1 1C Danville. Ill . . 1 * i P ’! 1 c s Ip Elgin, Hi . . Preenort. HI* . . |B 1 b! r p- i pi U I « !.S C 3 - P- |r« 1 O I'd c c u 1 o c itf rR 'S Cc tp bi IP C Port Wayne, Ind . Indiananolis. Ind. . . t it -5 ac ■S Cl p I* ,rp .n o n= ■d ' c o e rP c p South Bend, Ind . . . . u eS SI © « 81 Burlington, Iowa*. — . Clinton. Iowa _ _ c5 * H ■! M rs 'O Davenport, Iowa . Des Moines, west side, Iowa ..... Dubuciue. Iowa . . . i !*C5 :! M r| Q M CICICOCOCOCOCOCOCOCOCOCO*<*H*<^COO)OH(MWr» CO l> o o CO M CO ^ lO t> CO 05 O • -CO • CO CM ! ^ al 2 1 5 no • ■ Primary schools. •9X13010^ H eo 00 o cm o lOOHlN T-i CM CO CO 00 I ; C* Tf* rH CO • O lOHH . rH • P- oo 1 .COrH • co •H< co oo *o ! CO CM rH CO • s : CM i rH • S '®FK | ® ' • rH rH CM j CM O • CM 00 : : : : Number of sittings for study in — •oq.'BAiid put? oiiqnd ‘spoqos XIY « 2, 553 CO CM co~ CO o cm~ o £ • to 00 i •oto • • rH CM • jeficT » •sxooqos pjxqo -0113d pun ox'catij; 00 o O o o o o o CO •one I ‘OO • • no • •sxooqos oqqnd xxv b M^MOOOOCOOiOO OMHOOO^OJOOO lOOOOiNOIMOOO’^^ CM C5 H H (M CO C4 rH rH r— 1 1, 616 5, 618 3, 728 1, 100 • O • CO . CO OOC2ICOICLOHO ohohohhoh OHOLOl>LCOt>H TjT CO rH co" rH CM CO CM . o CD • O 00 . O CD • O CM « rH • sxooqos SuiuoAa; <© « o I ■ i • • o • • • CO 4 • i lO • o • • O 1 • CM * ♦ j •sxooqos [uurjou ^10 « no (M o • 1 • • oos o o ! O CM • CO Tf • 1 » • • •sxooqos q§rg[ 128 502 OC5LO . OCOt- • Ht>H . o I o • ^ . o 00 . o o . 1 ^ 05 . • CM CO - O CO O 00 « O CM cc . rH rH CM • •SJOOT[OB JBUIUIUI-Q M 5* 900 3, 651 O O o o no no no • 00 • t- • 1, 500 o o l> ! o • CO • lO C— • • CM CM • . t> ^ ■ ! oo j 1, 440 309 495 1, 147 •sxooqos Ajuuiii j S? e* 1, 475 5, 681 O no O L- t> C5 CO * 00 • 00 • 2, 585 CM 00 , co • no co « • rH > » rH lO • ! cm" CM* • • CO • O CO O O • CDOOC5 • H r-H 05 00 • CM rH r-T • Number of school buildings for — •eXUAtad puu oqqnd ‘spoqos xtY H CM o> ^ ! CO I CM ! • CO » •BX0OTX08 xmqo -O.Itfd pUU 9X-UATJJ © rH CO eo • ! oo I •sxooqos oixqnd XXY Oi COOClOCOr>OOrHCOCOt> H O O j : : O Oi • o •sxooqos q.oixi H rH rH i rH • rH * • rH • i j’ 'SXOOqOS JCTUUlBJf) *0 H O CO e • - nH ■«*< • < 7i • •sxooqos Arearaj; H 13 14 CO CM j j i M j CO i ^ • rH LO « 1 a i>o • c o 1 City. - 05 9 S 5 o 1 © Woburn, Mass . Worcester. Mass . rd © rt .S 5 Ann Arbor, Mich . o £ O > w Detroit, Mich . East Saginaw, Mich . . . Flint, Mich* . errand Kapias, Alien . Muskegon, Mich . Pori TTmv.-n ATir-1. Saginaw, Mich . Minneapolis, Minn . St. Paul, Minn . Stillwater, Minn . Winona, Minn . • • * ! • S ! ^ 3I' bl „• ■pH' xs-2 .2 i t>wt ivansas uity, Alo* . . St. Joseph, Mo . St. Louis, Mo . Sedalia, Mo* . wmnuct, TNeur . . Virginia City, Nev& . |w ;t . M U ./ ^ © hr -l ^ © « : 1 1 t> 33 X O « GO rH CD CM OHCOlOOI>^HO(N in cm' rH in' rH CM* r-T co* cm' TjT in o m co o o co i ^ o o 00 o tH m 0^000 O CM O Ci 050C > in cm i > O l> c co o cm co m m o m x oo a o r> o o cm co o ' CM -T±I C 00 CO - • ooooco CQ rH CM CO CO • CM 05 00 t> 00 05 oot>corHocot^inmcocoi>o 425 * From Report of tlie Commissioner of Education for 1879. d These statistics are for the Kingston school district only. g For ungraded and German schools, a Average number. e In corporate schools. AFrom a return for 1879. b Exclusive of Gold Hill, a separate district. /For arithmetic school, held only during the winter. t In primary, grammar, and high. c For ungraded schools. Table II. — School statistics of cities containing 7,500 inhabitants and over, for 1880, «o t- '9I«K anon « •oiBcaa^ •OTBK CM 05 8. •o^BAud pntj oyxqnd ‘sxooqos XIY •sxooqos XBiqo ■OiBd pa® 9|BAUJ MNOO •sxooqos oqqud XXY o © o in o o - COOiA CO 05 oinoo H00t>O WffliOt- oirnoo •sxooqos Xjbuiijj •QXBAIjd PUB oqqnd ‘s'xooqos XIY •sxooqos x^RO -0JB(I pUB 9X.BAIJJ •sxooqos oxxqud XXY r-1i— 1CMCMCMCMCMC-JCMCMCMC-4CMCM03CM STATISTICAL TABLES. 427 Table II. — School statistics of cities containing 7,500 inhabitants and over, for 1880, COCOO^OOCONHMfCH^iOW )C5LOWLOOCOOOfOOC^lOCOC^t> iWOLOiOOOOO«OCcOt>C5HiO^ oo a 'Oho (MO 1 CO C CO co o • o o C- OJNCCOOLOOHOO LOCOOOOCJ(NWH(M OCOlOL^OCOCQONNtNOOHCOOO CDNCO(NNWlOHCOOCOOCOOt>CJOH ,-J'-i'OOI>lOCOO^OCOO(MiOTj(0 OOO05HHOWWC1 lOCOOOCqCOlOWHt'CONj •eonupno^B ^XT'Bp eSBOBAy o o a ° •panojng; •QOTi'BpTia^'B Ajrep 95BJ9Ay o to t- to « -p^noiag; S’S 9 2 g o O'0 •eouBpua^'B ■£jrep aSBJQAy •penojug; S o !*§ Ph a •OOUBpHQ^B. AjTBp 9SBJ9Ay •p9[X0xaa; •q^batjcI puB OTxqnd ‘sxooqos py •Biooqos XBiqoojBd pui? 'So $■? O & £ •OfBlIIOJf CCH(MN(N«OOiM PI o g,d t> O •9iBni9a: •9IBK •atBtaaa: 00 •9IBK ci „ O o. ri ■ c 9 pi pi gpo;» _V (-5 * . * . • S PI SJSsPk • S'ajin ^ +J T? -peB hr K Q0 i d o ^ * 6oSqS§ p^ag § S«:a -og ■ ^ -5 J *5 o.2o-3^oOo| £§^*0-1 <1 3 § bfS g § d° o ra £ a ^ A'D S ?CV ® 1 * a 0 .c g nm III l E l|lit§ 6i I Cr-l+2®nOHOc)TlrtLj^^lD!DOCC^LkH20-H^'na STATISTICAL TABLES. 429 SSgeSSS!ggg3Sg3S8S3SSggSS8S •' o ! 1 o I o ! o 53 o • o ! • 00 O § 00 o I • o ! i ° g rH a o i 1,123 i ig • > c i i gS g S is il"ii s rH 1 i H • is i i© • - c : :£ 5s : !g Si S • rH ie-si g 8, 799 :§§ : is is • rH is i rH § m 1 1 ; 3 : is i |i ig is ! • < • i 2 IS rH m I 32,453 in i is J rH ilSs i isX j i i ! I' o & £ S SS 1 (M~ il ;«C :S933 is-'V s rH 47, 243 !S i |ri ; is • rH ins i i*r i i i! i $ 11 st sS OOr-T ' ^ :s i|iji :2" a l ef is i i® is is is S is is i is is is ! to U0 J ^ *^'^CQCv:lrHC‘lCOCOl>CCt^CO S - g - T - 7 - -t-tooN-ooioeoM .cojctH os os . © eo oo t- oo « - s - |eoss*,sw'** 1 i ! o ••••«••• • ••■•«••••••••• • • i h • • • • •©••••••• !!! o >!•••••• • i i i i i i i i • i j i co j j • • th • • • • i ° i i i i i i i • !! o •>•••••• j • coh • ! ! ! 1 !h I »h • !!!!!!!! i ° i i i i i i i • j j ° ; ; j • ° •••••• • Chicago, HI . Danville, III . Decatur, Ill* . Elgin, Ill . Freeport, Dl* . Galesburg, Ill . Jacksonville, HI* . Joliet, Ill . Ottawa, HI* . Peoria, HI . Quincy, HI . Rockford, Ill . Rock Island, HI . sprmgneld, in* . • Fort Wayne, Ind . Tudianapolis, Tud _ Logansport, Ind . Madison, Ind* . Richmond, Ind . South Rend, Ind . Terre Haute, Ind . Yincennes, Ind* . Burlington, Iowa* . Clinton, Iowa . Council Bluffs, Iowa . Davenport, Iowa . Des Moines, west side, Iowa. Dubuque, Iowa . Keokuk, Iowa* . Ottumwa, Iowa . Lawrence, Kans . Leavenworth, Kans . Topeka, Kans* . Covington, Ky . Lexington, l£y* . T m^orrillA T tZt liiia * From Report of the Commissioner of Education for 1879. e The report here given, exclusive of population, is h Including Bibb County, a Average number. for the central school district only, which com- i In primary and intermediate grades. b Includes special teachers. prises about one-half of the city. j In primary and grammar schools. cEor the winter term. /In primary, grammar, and high schools. Ain schools for the white. d Includes 21 training pupil teachers. g Including Monroe County. I In rural and ungraded schools. Table II. — School statistics of cities containing 7,500 inhabitants and over, for 1880, tfc. — Continued. 430 REPORT OF THE COMMISSIONER OF EDUCATION. Number of scholars in — All public schools. •oourpua^B Xprp 93rj9Ay w? ej t*NH -moo • C> CO 00 CO -t< O -io?-csSo CO rl © * CO H Q |COOOOWC5l>NOC'KOO(M10lOO['’5ao • «T.-i • CO HWrtTfcO^HHrtTfHNHrtHN^* •ponojua; « OfOCOCCOtCOMNttOlOOCaTtc^OHCOINe^OOait-HHt'^ C'Coocosqi>^iiunocD^rtMC>ooN(NfflNcij«Nn)Hc«ONia • £— O • • CO « • 3 • • • • • CQ CO • • t> 1 « 3 • • • • « • rH CQ • • ti •panojug; • • « • • * CO « ooo • • O O • • • i » « • « l> • CO t>- • • CO C3 • » •••••• i O • • I « City normal schools. •90UUpU9pVB AprpeSrJOAy H *3 •i • • 00 • 'OHCO ' • • • • • • • • • • d • •••••• « • • • • i i i i i i (i • • i « • i i i » • « ' i t i • • • • • •ponoiug; e 1X83 95 0 IX High schools. •99urpu9^r Aprp 9§rj9Ay 49 • • • • • • » « ) • • rH • 'OOCOlftlC • « CO t>» • • ) » . rH • • CO CO Hj x • • CO O • ■ • • • • ii ■! i M I Isa •p9n (N LO O • • i— i l>» • • • • • H(MHH • • CQ rH • • M N r i Grammar schools. •aourpugpp? Aprp 93BJt9Ay 47 CO • • • « oc i— 1 • • • • Cl • • LO • ■ CO t>N CO • 'lOO • • ) * • O * • C4 L>» tO 00 • • OCO » • > • ■ rH t>* • • i • • co 1 ' r-T r-T • • cq' • • • • • • • CO O • t i « • no • . o « • cq cq co • * 03 co • • • i C3 • • O CO • • rH CO • • • • rH 'OtHOOtH • • CO lO • • » « TjT • r-T r-T ccf r-T ccT • • ccTt-T • • III II II j j j • j cq' j Number of teachers in — •opeATjd pur OTxqpd ‘s'[oot[os ny 43 • i i i i 03 i—l O rH • • CO ••• i i i « i lO 03 03 O • • rH i • i i ■ i i i rH • • rH • • • • • • • i ii iii •SfOOTfOS Xrrqoorrd pur o^batjj; ff* • • • • i rH Cq cq C3 • i HI • • • • i i • i rH • • iii All public schools. •9^9^ 41 00 CO CO^^OOOCO^HCOOOCKM O OHCJH^ Hd OHWCOCOOOCO^OOOOOr*i O O CO ^ o ^ toocooco 1—1 O rH 1— 1 1— 1 g? r-T O O •9IBK 40 O CO SS't- Ot>l0^^iO^OWQOO«0 dr> CQ CO tH CO CO CO O X rH CO CO rH *H ^ rH rH Evening schools. •9X^019^ 39 co • • • • cq Q « • • • C3 • ii i HI • 00 CO ' ' 1 rH * ' • ••ii i r-i rH i • • it XX 8 •9IUK 38 ::::::§ • « i • • CO ' CO 03 • • rH tH • • j j j City normal schools. •9P3UI9J; w j j ! ; j" i • h ' • O rH CO i • • i • t • • o • cq « i • '0TO <© M i i i i i o i • • i i i i • i City. H Portland, Me . Rockland, Me . Baltimore, Md . Cumberland, Md*& . Frederick, Md* . Boston, Mass . Brockton, Mass . Brookline, Mass* . Cambridge, Mass . Chelsea, Mass* . Chicopee, Mass . Fitchburg, Mass . Gloucester, Mass . Haverhill, Mass . Holyoke, Mass . Lawrence, Mass . Lowell, Mass . Lynn, Mass* . Malden, Mass . Marlborough, Mass . Milford, Mass* . New Bedford. Mass* _ Newburyport, Mass* .... Newton, Mass . Northampton, Mass . Pittsfield, Mass . . Quincy, Mass* . Salem, Mass* . Somerville, Mass . fc- t- fc- t- t- 00 c ) OQ 00 CO X CO 03 O < ! Cl n ^ to f- ( eld, Mass . | - 1 - ! 3 I 7i 13 | 107 I 13 | 133 I 3,439 STATISTICAL TABLES. 431 DOiOOOOHOHOJHCOCOOH ^OOdt'QOQO^OOONHOO CM rH r-T f-T r-T r-T r-T O HHH( 0Q05C0TH(MT^C00000t>OC ONOOOOOO^O)OOCO« - - iQCOiONHOOMOOt'COCO^c llOCOlOHCOWr ICOt*iCOOO cj ^ t> co oo io o ^ io t> 10 (M 00 O 00 CO O O CO CM ^N( X) lO O lO ^ CO , uJ ’rd £ 2 ^ 05 kH 'Mo . - • OB ®C32tn3rt2_??rlfc' . JSksH ,.g .05 . O e-S gg*0s.« ~ rfS £ c-< tZ w H J^L H * From Report of the Commissioner of Education for 1879. c These are in union schools. / In primary and grammar schools. a In Portland School for the Deaf. d Includes special teachers. g Average number. b Includes Alleghany County. e In ungraded schools. h Exclusive of Gold Hill, a separate district. Table II. — School statistics of cities containing 7,500 inhabitants and over, for 1880, #c. — Continued. 432 REPORT OF THE COMMISSIONER OF EDUCATION. 3 § £3 ° •©otrepna^B 9SBJ9AY ’P9n0IU3r ^MlftOOOSO^OJOOl>H i CO CO N • • O t-COt^ O lO )QO»LOHNHWWOHO |(NHM . • a CM t> C 1-0^ x o iOlONtM^H^ONOO I ^ CO • ' **t C3 (M CC C5 lQ o ^ r r4 O^T CO* r-T CQ C^Tco' r-Tr-T • fc'TlcT©? • « C* CD tef r-T CO • • • H'MM^l>Ot> COiOt-CO(N^Tft'^D(MO»ODaOt>iOO»OCOlOMOQCOOHHWO - - - - - *“ “ IOOOO ' m C5 CC CO CD CO i I 00 t> CM o w « •90TIBpn9^'B ApBp 93bi9ay •pgnoiug; •©OTtBpna^B ApBp ©Se.raAy o o fl5 >jO •papojna; •QOTiBpna^'B Ap^p qS'bjoay •papojua; ) t- o ® < Q (N to i rH ID (M 0(MiOt0 03 !■§ §! o ® •eOUBptta^B Ap'Bp 9g«J9Ay 'woo 'LOOH < O CO CO (M 00 00 •p01ioiug[ h* (M CO tO CO ID H 00 05 O CO (M < 05 CM 05 IHIOCQ i 00 CO CO fffocT rt O 15 P4 s •90UBpU9^^'8 iCp'Bp 9l)l!J9AY OOt« CO O 00 l> CO t> t> ID O •papoatta; •9}BAijd pire oixqnd ‘s’xooqos py •sxooqos X'BiqOOJ'KCl pUB 9XBATJJ; .9-3 §j3 > o H * •©iBura^ •9X«H i«Di-iooiNococ»eo -c rH OJ < •9XBIU9J; •9XBK •©XBxna^ °S« Pl aa •9XBK rM ’ tA • . ’ r"l :gy '■ : :r .'b? : ■j-kj • © ^ :.9^.N : : fcfc : iS g|l| 3 §51 »H =1 « S>f S a-ri If! ft §1*1 |gl I’ll g |2 5 5 ij ° ° 9 9 C3 O r^-H £? t> t> H C5 H w h M H H 6 6 O O Ph Ph M 02 oq m H P P P H O _ _ _ _ jDOHCOD )iDcocococococococococot-t>i>r>r^£>iHi>*tHi>« STATISTICAL TABLES. 433 28 E Table II. — School statistics of cities containing 7,500 inhabitants and over , for 1880, TfH®OL'5 00NB®b-OO ont-Hci^i'Ci-T - ■ ■ ■ ■ ■ — - - - ■ - © o t- t © t~ tj< © co - ■gounpuaxiu ^[ISp 9S'&I9Ay •ponoraa p m o o a ° >50 •dOTreptrg^-G ^XT"ep o^'Bi9Ay •pgnojua; •gorrepuowe Axiup eSuouAy •pgnojag; •gou'Bptia^^'B Airep 9j?tjj9Ay CS rP f-i o O « •pgnojna •QOH'Bpua^'B Axrap 9Sui9Ay e s *p9ii04ua; pun opxqnd ‘e"[ooi[09 jpy •eiooi{os ItjitX30.it; d pue oxbatij CO i © © •axnuia^ •®l»K I •*( © © CO T* CO © CO iH t> © © ij & s •9X13019^ •9XBK •gxBiug^ ■®l«K i © © ®QO J, : c3 :« :*«s5 j«^.aa '£ ■ >dd 4> :t> '> ’> .2^.2 ‘^RR [t> af> bi^ bZf3 aT^rj g 6 § -£ g K 8 „ _ _] o -t-5 r- ~~ 0 0 l O S SP ^•S § pin 1 lisi 2.1 nil §3 _,T!+3 ^ p3 o "> _J§ '3 S* s 3rt o 2 §5 3'- icSt^OgJO-rH^ORCS^SiUcGrtK-OK^ CTCTCTC\l■ •OOU'Bpug^q.B ifpBp 9#BJ9Ay •poxxoaug; cz .rl •gotrepuo^u ^XTBp OS'e.KAy •paxxoraa; M "id O rH © C~ . 'o P § pi fl0°0 p a 3 oqEp a :a°gog§ Jjg§l8°.B-4Ea 'O-gOiqOcS-! g^OOObJI^rg o t?.2rd'_r.‘2 Pad -a'?3 P ® - iTPPi © p o o°.P *8$ 41 |S3 g &g gi: O P rt PO«J j c3 o e*V © Jjgp p sEoiHtj®®oooo«^^i®p From Report of the Commissioner of Education for 1879. cThe report here given, exclusive of population, is d Salary of principal of schools. i Monthly salaries. for the central school district only, which com- e Including Monroo County. 1 These are maximum salaries. prises about, one-half the city. / For county superintendent. Table II. — School statistics of cities containing 7,500 inhabitants and over, for 1880, > •9XBTH9J OOOLOOI>- LO O 1C ^ ‘gLSco8» *9RM *!}.U9 •pug^Tragdns ^ttb^sissy O O O O O O •^UQpuoi^ipodns jfyiQ o o o o o o o o OOOlO lO CO lO C^fc^fr-T O O O O O o O O O lO O o IMIOOWCOO rd I o I £ a Iftg © o « =8 P ® 23 © Is ft . 00 rp 8>0 «.9 ® P 05 S S-, PS •sxooips oippnd nY Wt«ON •epoqos SoraaAg •spoqoe xbhuou •epoqos qSTg •sxooqos jBurarBJCf) •Bjooqos ifit! artig; 'S © P +3 ft? - t> o P oo C3 •90TTBpH922'B Ap«p 9§B0.9AY •panorag a oo ft^ rp O gP •r o s •9om;pii922'8 ^irep aS'e.iaAY •pago-nig :3: ^ oo'? Amm^ •rn_bC-tr -? o\2 i g > ^ rt- 2 rp © ! 2 © § £ cs P ..Hi a1-1 -Sh asg f&s iww s ^c“p I g'SS g$ J a* o-H o o Sts be §! PI &I-!g'!i§J!!^-g;e! 111! 1 111 § !5aiSgQQgaal;l?Sig6>wgmg»g3as^HgH5o (COCOCOCOCOCO^^^'^'T^'^- udO^iOk STATISTICAL TABLES. 437 Table II. — School statistics of cities containing 7,500 inhabitants and over, for 1880, $c. — Continued. 438 REPOET OF THE COMMISSIONER OF EDUCATION. s a ® a c3 So •9p3ina£ OOHifllOO O T* H-! lO ■nr 00 1M in in O O © W © oocoo-t ■v .o in in .o e e •S§ 42 ■§ Cw 03 1 a Ph § So •9^m9^ ‘9rBM o O 'Iho o o o co m in Occooiffl _r -io ClOO 00 05 e 0000-^0 O O 00 © *—i © oootot>o^ •9YBUI9J •§& eS § © s H.g •0I8K in o 0 1 © oo m •!JTI9 -pcra!pn.i9dne ipre^eissY •q.u9pTi9;xna9 CO 5® S tJO ci p bC— < gs •sxooqos orpind iiy •sjooqos 3uiTi9A[g; •spoqos x^tiliou AifiQ •sjooqos qsrg; CO CO CO COHWlM •sxooips JBnrorexg g t- CQ •§i I! O ft ©47 pa pS © PI co c3 Ph © •90trepU9^'X'B AjlBp 93BJ9AY •pgnoma; rt § g •90UBpH9W'B Aprep 9^bj9AY •p9noiug[ §*•3 : 5 ro-.ga.g^iS ^ fimi Si p! |f •§ 42 a <-> g c« So o ±i § >5-^ ® .g g p g t£.g . pj -S © w . . 3 | 3^.3 ) C5 O H 71 CO • STATISTICAL TABLES. 439 Table II. — School statistics of cities containing 7,500 inhabitants and over , for 1860, p || i inn j if |s IS ill! S' : i is : :§. ::::::: :£o : : :::::::: s il i i I |i i i il if i I ; ;K ; ; ; in? § Hi UNI1! 1 : : : : : : :s I i| Us |n I i i i il 8 : : : : i i : : : Ii Is ! E : fl ; jj«3 N il i il il il isi i i i i-s i? i i Is i 1 i II in i is il rH : j : ; | ; jr-T : 1 id ill I r-r j : ills 1 11| || i| |1I 1 : : : ' g Is If I iniii ii |n ill |iSs ' _ s _ : i ill i i|| i i I i i |lsi n i i i ini i i if il 53 : : : : ; : jr-r j • -00 • i i |il 1 1 1 1 1 11 :::::: 1,200 1, 800 800 mi ini inn HH HH 1 03 03 • Hrir n ii i lisiii ii in r-< 03 • t-H ' 1 H H • rH 1 r— e ; e ; ; ; 111! 11 1 r • r- r : : : ii i i i il i i i i i ! i i :,-r : : ::: : : : i li in : is ;= • r- ( « Pittsburgh, Pa* . Reading, Pa* . Scranton. Pa . kJJ-ltmiVMYJLil , l ............ Shenandoah, Pa . Titusville, Pa . Williamsport, Pa . York, Pa . Lincoln, R. I . Newport, R. I . Pawtucket, R. I . Providence, R. I . Warwick, R. I . Woonsocket, R. I . Charleston, S. C . Chattanooga, Tenn . \lli% ■£ N i^igo-g 1 H H £ .2 e ^ C3 s7A>-> a P marnm La Crosse, Wis . Madison, Wis . Milwaukee, Wis . Oshkosh, Wis . Racine, Wis . Watertown, Wis . Georgetown, D.Cd . ^ o p g i * From Report of tlio Commissioner of Education for 1879. b Monthly salaries. d Those statistics are for white schools only ; for those a These are maximum salaries. c From a return for 1879. in which colored schools are included, see Table I. Table II. — School statistics of cities containing 7,500 inhabitants and ove r, for 1880, tfc. — Continued. 442 REPORT OF THE COMMISSIONER OF EDUCATION. 1 1 .s •puox GO $81, 000 10, 250 59, 800 84, 500 365, 325 221, 500 3, 060, 000 135, 236 403, 000 163, 950 i : ;g :f : :s i i i§ i§ i Is’ mums d real value of property used f purposes. •enpuaieddy GC (JO 1 !1 ill !S o! 1 i ; i i i il i is : i : : is i 000) 700 200 200 Cl, 500 : hw •ajnptujnj; GO is- ill 11 is •£ i” :S i i ;i ii i ii j . .m lo • j t-~ sii ii r-Tr-T : Hill Nwmdo- •sSmpimg; © GO il illfl! il i& ;s§’fps' Is' i i il ii i ii i i i§" i# i Is" 000) 14, 000 14, 000 12, 000 17, 500 25, 000 45, 000 1, 443, 650 1 •S9JIS jo spnhojf) GO i i ill 11 il I i iss ftf is • i rH • i ; ii ii i ii i i i-' if i i~‘ in i «fr-r : 10, 000 5, 000 5, 000 20, 000 956, 237 Average annual salaries of — ' Special teachers. •dtqsuunrao,! GO i ii| M li i 8 : c- ; •' * r-T : : •Sumujo; M 00 i i i il is i i i « : : : ; ; ; ; III i i i i ii i i i : : : : :« : j j i ii i 'oisnjq 00 M Ml ill M ; : : :^r : ^ ; : • • ■ • m- • >0 • • 000 ‘I_ 000 ‘z i ii : :,-r Teachers in evening schools. H Q0 1 m mp m •op®K * © 00 | i i iip i i i Principals in normal schools. •apjaia^ © •QTBJC GO Assistants in 1 high schools, i •OpBTHQJ N i iiiiisiig 605 6480 !|i •9IUK © 1 1 i iiisfil i e : :hh18hh : i i i i il i i i : : : : jrn j j j i% i i is : :,-r Principals in high schools. •opema^ K! N ini::?::: l i r-r : if •9FK i ii iiiiiii jcr§ Sgcsw !!!!!• csT • - ! ! . • • • nisi ii HHH TH • • rO rO • . 1 :§ rH iof o . City. H Mobile, Ala* . Selma, Ala . Little Rock, Ark . Los Angeles, Cal* . Oakland, Cal . Sacramento, Cal* . San Francisco, Cal . Stockton, Cal . Denver, Colo, (g of city) . Bridgeport, Conn . | Danbury, Conn . I Greenwich, Conn . Hartford, Conn . Meriden, Conn . Hew Britain, Conn* . Hew Haven, Conn . Hew London, Conn* . Horwalk, Conn* . Horwich, Conn*d . oramxora, conn . Waterbury, Conn . Wilmington, Del . Jacksonville, Fla* . tyey west, Jbiax e . Atlanta, Ga . . . . . . Augusta, Ga . . . Columbus, Ga . Macon. Ha f . Belleville, Ill . Chicago, Ill . STATISTICAL TABLES. 443 Table II. — School statistics of cities containing 7,500 inhabitants and over , for 1880, cfc. — Continued. 444 REPORT OF THE COMMISSIONER OF EDUCATION. Estimated real value of property used for school purposes. •mojC 05 oo $250, 000 19, 000 7, 460, 650 90, 725 116, 500 690, 000 75, 600 170, 243 116, 150 269, 275 141, 818 Illli i i 11*11”' i i 'S : ; Illlllill i •ennweddy 30 30 jlj ! Ii is i in :^ • CO • rH 1 r I in§ i i 3 is S'* ! ! 2, 000 5, 000 6, 000 15, 000 8, 400 . 19, 000 6, 000 •sStripjnig; © 30 if ;SS • m l il il lilj §* • § ■S'oSooo j ; | t>- I i II i i i ii** 1 1 ., 500) 76, 500 57, 900 80, 000 , 530) . (550, 000) ', 000) 1 140,000 •eo^is jo epunoif) VS 30 ill m I o • o®"ow 05 < £ :§ 3 jg >“ sVfel 1 iiil i i § j J8S? j i C465 13, 500 1 13,400 20, 000 (317 i l| i I s ! Average annual salaries of — Special teachers. •dtqeunamaj; 30 MM HI : : : : :® : is- : i : i •SUIM.'BJQ W 30 i ii Ml * • * • ^ .Hi flf r MM II :§ • b- •OTSUjq 30 i if Mi i il i il ill : i is i i ; | ill M | il i IrH . • 800 61, 000 900 900 900 Teachers in evening schools. •oxBuiej; 30 • ! w : :i§- i ’^W © 30 ; j ^ i (M ! if! Principals in normal schools. •exnuia^ © iiimiii •0FK 30 i ii i it Assistants in high schools. •QX'Buiaq; ** : :§ S :§ :£§££§ iO • O • O O ic t- o i Ini i i s 1, 100 830 720 625 725 ■0X'BM © 091 *S$ i il i iff!! ■ : ir-r : • hhh • • rO • • fO • • r-i - t- • • ; jrH ; j j Pi fO • 1, 200 1,400 1,600 1,000 1, 000 Principals in high schools. •9XT3UI9J vs h jl: •QX^H T* i* i ii Mi 1 il jSSSSS r- T 1 CQ • r— 1 rH H H H fO • rO • >0 1, 700 1, 750 1, 200 Illlllill i (M r— ( r-H t— 1 C O O O ~ o o LOOO o o o o o o o o o o o o O O LO OOtH OOlO O O 05 ’OOOOOOOOOOOOCMOO O O C5 OTqCQCMCOOl OTUO^OO^OCOICIO IOIC- O CO (M 05 lO ' OOOOOOOOOOOOOC • ooooooooo^oiooc • ooooooooo^ooo< • CM ^ !o5 o o • o o ■ o o :o~o diqsauraaaj *2htaaujq •oxenj^; o o o o o o 05 CO (M o o o o o o o © © m t- rt >' © © H •q™ ci o ft® Ph 2 •ajeuia,! •9TBK •oivjsi o o o o O CM ^ LO C lO lO OlOCONO O CM CM O O i>OHC5l> m o .&* .S^D £3 •9'['BUJ9kJ '9I«K O O O O IQ O o co oo o o o o o O O 1-1 O LO w *|h!X - - - --s a ox ■« £ oO o .2 OO-Sgo o -a ;>n!zt z'g.’osar: sr1?. ew,«^ w s.PidiH. 1|1! f aKil^I ffJ fli iSJj ifilltll OOH(NW^iCOt>C0C5O- iQ CO C- 00 • — tr — — tr — STATISTICAL TABLES. 447 Table II. — School statistics of cities containing 7,500 inhabitants and over, for 1880, fyc. — Continued. 448 REPORT OF THE COMMISSIONER OF EDUCATION. 0 1 u m PhO © fV 0 3 > "0 •rooi •sux/ejeddy •sSuipfing; *89^18 jo spu’noj-Q o o o o r-i O ! O O O IT) ^ OO H O ' > © © © o _ JONO O 'OLOOOOO rH o o o o o o o o o © © © CO* CO o ©oo o © © o CO©©©©©©© ©0Q©iOt*©00© CO iO CO * © Tti lO :t> :t> :>> <3.8 Hi 0 43 tfr !ZS r3-2oMOOS©0:0t0 !§jllfll!l||p O 2 rj CS p^O 3) O.H H J W oa pq Ph <1 P A & Ph Ph Ph <1 PsUt> OO a | I •8^2 ” a’3-‘p.l-2 g> * I II S?|l .jlSigig CQCOT|iO^»OTj'OWTrOHOOOHHW O r4 CO H 00 CD h- COL^CDlON^NCOOOlflHOO O) CO ID ^ . Tf< COvK-QCDODCOHXrC(MHC^COClCLOi>H rH O rH rH I • (M • . tH • • 777 1,783 100 1,409 3, 680 • * ID O . . . . © • • ■nOWHWO^ • • ; i ^ rH • • • 1 t> O CO h t> • • H CD H • • cT . . 04 Tax for school pur¬ poses. •oujba p9ss9s -SB JO JBqOp .I9d SUTK 93 7 .8 2.8 2. 46 1.7 8 3. 25 • • • ID * .ID « t • CO • • OQ ) < • ID i i . . 04 • •oujba qsBO jo jenopa9dsniK (9 © : : : : ) ! ! id ! ; ! ! 04 • Total taxable property in the city. •UOIJBUJBA P9SS9SSY 91 O^OO^OOMOt-Or^OOHOCOOHO . O^HOIXDOOCKDOHICOOOOH^COO • OHCDOOOOlOCOO^NCDOW^OnOO • icooo^ddoodooooojot-HHoooo • COI'HOCOOOTlCOOLQCOHOCDCOC'lrfiHO • 00 CD o T* O O C'- HIO ID Gi CD O ID O 00 CD 00 O • id* co~ co cvTt^ccT zd r-TicT coVfocf i> co~ co~ CO ZD CO ! C4 •— ( 1 — l rH rH Tji 04 • rOr • . o • • CO • i . • • • ( • » • < • * • D • • • D . . • D • . . =>*••’• D • • • D • • • M* • • • X) • | J • T* • O • * C • CM . O * • OC • 00 • O • • ID • CO ' O • * o • 05 • o • • c > . . o * 5 . . O . ) . i © . r • ■ o* . 5 • * O • 1 . . O • r . . • . 04 • City. H Mobile, Ala* . C?«l«.n Ain OUILLlct, Ax leu . - . Little Rock, Ark . i Los Angeles, Cal* . Oakland, Cal . Sacramento, Cal* . San Francisco, Cal . Stockton, Cal . . . Denver, (Jolo. (f ol city) . Bridgeport, Conn . Danbury, Conn . Greenwich, Conn . Hartford, Conn . Meriden, Conn . New Britain, Conn* . New Haven, Conn . New London, Conn* . Norwalk, Conn* . Ui »* 1UU, WUU J . - • Stamford, Conn . Waterbury, Conn . Wilmington, Del . Jacksonville, Fla* . 3 a P.O o o ** lis © 'o © d „ o © ® S-SSa btlS CKm g 2 a > s © a ^ 2& s .® 3 ■e©- £ -3 58*3 I o O jfcpt, i <»> ,0 g? «§ Ti o © Ph I o S d o o 0-3 © e3 ,d 3 -WT3 Sh © © ® ©.as •3 « a 1C*C0-«'‘O«Ot~00O3®’-i t~CD ! Tax for school pur¬ poses. •angeA passas -su go ucgop rad spipj; « © 1.8 1. 98 2 18.3 7.58 13.5 ic 8 cm cd ora COCOCDOCDCDCD'^lOO 1~‘ 1 rH r-t tH co oo m Wn*(N r> ! : •anx^A qsuo go ucnop rad sgiTH « © 00 3 r4r-i rH ' T* CD jto* 8 :S : : co : ; OO ID PtC $ Sc 5 IS] ill Fort Wayne, Ind . Indianaxtolis, Ind . Logansport, Ind . TVin.rlisnn Ind*.. _ ‘ ^ if jj 1 £ II il rl ft il Terre Haute, Ind . Yincennes, Ind * . STATISTICAL TABLES. 451 Table II. — School statistics of cities containing 7,500 inhabitants and over, for 1880, $c. — Continued. 452 REPORT OF THE COMMISSIONER OF EDUCATION Expenditures. Permanent. •sauB.iqi'i 105 o o o CS 1, 746 O CM • • CO © iQ IQ • • 0 0 CO • • t> IQ CO 200 •snjBJBddn pue aanjioinj 104 o © iq •€£- O CO CD © O 0 0 0 ^ ^ tr¬ ee O O CO CO CO H (MOO 0 • O CO • t— r-t • O O • O C7 CM • IQ co • CO g 1,868 1, 200 748 ■sSnxppnq pun sojtS 103 $0 0 8,000 all, 000 1,210 0 22, 500 • CM . CO • t> • co* ! w as co 10 0 • co O rr CM • CD CM O rH • t- rH CO~ CT j CO • co O O • • CO O IQ • • CM CO CM • • CO ZD • CO ‘3 o & •sjdiaoaa jejoj, o H MLOHiC®OHOOOXH^CO(N^^^C5^iO HHOOt'OCQOOWOOO^WOO^lCOWt^ HOWOOOOCOlMQMtMnOQiCHOOTl'O XdC0^(DQ005^C0(MC0^C000 ri O CM OS Tf IQ CO CC t- H' t>l iQ 0 C-r CO rH IQ CM ■'T m rH •eaaxnos aaq^o q[B tuojj pa A.taoaj juno cay 101 ot-o ^e-CM CO CO CM 901 CO 0 CO CO • CM O • iq T* • CO i-4 • OHMHlOt>C5 00 CM ^ CO CM tH ^COnO »-i CO CO~ IQ CM rH O ■ O O • CS rH -Tf .0 • HO^ -CO hV -of I |Q • • •eaaj uoijmj mojj pa Aiaoa s % onoray 00 [ $500 118 1 161 o O |Q © CO • 0 t> 10 O ^ -H(M • C4 CO H os CO CO CO r-i as CO 1— O t>. CO CC 1C n H 0 r-T r-T CMHOOiOOO • OS IQ CM OS CM • rH CO CM rH Amount received from taxation. qBaoT; a Ci $83, 613 22, 000 30, 810 41, 244 79, 346 80, 000 90, 000 46, 280 33, 885 24, 500 33, 500 143, 828 20, 111 19, 279 188,731 39, 134 25, 712 70, 331 21, 950 14, 000 73, 409 82, 220 21, 749 25, 772 9, 000 10, 493 •ejBJS 9S © • • CS ■ • .CD • i • i O • 0 '100005 • as ' 1-1 O ' 1-H ■ r-< H* • CO • CO CM • CM • rH • t> O OS CM O CO as cm CM 1,563 3, 938 1, 500 3, 178 Amount received from interest on perma¬ nent fund. qBoo-x g © • IQ • €£-0 • tH • O : : i 4 •^junoQ | S- '< < Cl CM O ■ 0 m 0 ■0ms Vi 05 © 00 • •€6-0} • rt ! O °g co 0 CO CM 1,166 2, 139 17,711 2, 503 1,221 4,493 as t> co • ih CO CO CO . rH cm 00 as . tn rH t> OS ■ cm" •juaA jooqos jsbi uiojj pucq no aatnqeg; 94 • 00 t- • • H • l>> • • as • iq • • • j O CO O £ O t> CM CM os 0 as 10 CO CO as TjH 00 10 CS tji CO CM CO 0 i-4 co~ o' ^Tco- rH as rH 8, 365 11,779 4, 427 4,683 9, 629 0 0 Tax for school pur¬ poses. •anxuA passas -sn jo jorjop aad S[[ijy | M 3.32 3.3 3.34 CO IQ CS 00 CO iq co’ ca co co 3.3 3. 57 HO IQ I CO CM H CM 00 H . rH CM CM IQ IQ CO • CO • as iq co . co’ CO CM CM » CO r* •anjBA qsna jo aupop aad sxnjy 05 3 3.34 CO lO CM cm a 5 CO rH CO CO 4 2. 25 2. 15 5.2 . co as CO* CM ! 21 Total taxable property in the city. •notjnnxBA passassy 0! $25,200,100 6,612,270 7,414,405 22, 937, 077 20, 458, 100 31, 148, 675 15,218,848 8, 827, 150 5, 293, 032 8, 258, 033 41, 006, 862 O O O 1C O H l!S CM CO OS CO 00 CO IQ 05 r- t> O H t> O rH CO CO CO Ol -H t>iOOfHQiO^ IQ CO CO IQ 00 CO CM rH t> l> OC rH co * 4, 000, 000 23, 415, 733 23, 000, 000 2, 660, 316 3, 760, 820 3, 000, 000 2, 780, 000 •anjBA qseo pajeunjsg; 90 $30, 000, 000 7, 131, 900 7, 414, 405 o o o o’ o o CO CM t> OS C- O CM O CM CO O CO O O O 00 O 1C O CM O CO iQ 4, 712, 760 7, 651,130 84, 363, 790 7, 516, 635 4, 386, 186 25, 000, 000 0 as O CS O IQ O CO O CM O r-i Tt IQ* CO O O CO 0 OS 0 CM O rH O IQ City. H Newton, Mass . Northampton, Mass . Pittsfield, Mass . t • 7 • C las : ® s ?ma \l 5 'a :

0 IT 5 f IV. Taunton, Mass . . Wahham Mnaa Of > c I , fl !| Woburn, Mass . Worcester, Mass . Adrian Mir*Vi Ann Arbor, Mich . Bay City, Mich* . . Detroit, Mich . East Sasjn&w, Mich . Elint, Mich* . Grand Kapids, Mich . Muskegon, Mich . Saginaw, Mich . Minneapolis, Minn . St, Paul Minn ij| i^.S^ 1 ^ fc - ® _ p 111-i i|ll 1 Hannibal, Mo . t»(»aOHNMlTj(intOI>OOOOH««'l • C4 i . • . * * J | ■ ■ ■ •O’ • •enjurnddu pau ajnjimuq; 104 OMOO • O • • • OCJTIO lO • • • ■ ... t? H CQ 1 • • • rH rH • • • • 04 • • 'OH -f • • • O tO CO • • • 00 CM o . CO - • -H ;o O • C5 rH C J • CO rH O O CO ^ 05 CO P- 00 •sSnrpTjnq pun ’sajis 103 h* t> CO O • O • • • • O • O 05 ^ • • rH . of o' trfcf • • of • CO O • • • • o • © < ' ' W ' o • • • O 'CO < ' • cl" • • 04 CO • CO t- C3 • CO O to • u- cf rH • CO* C5 • • lO O « • rH O • • 00 Keceipts. •sjdtaoa.i puojL © H ^O^T^dOt-OOO^OOXfOCO^tN CMOLOOooo-thoooc^oor^^ co to cf to" of no* of cf rjf no of o'* o' co co of ^OOQOOOHiOt>^COXXtOC5LOOO C5COCOCOC5H00000 co' cf cf oo of cf ocf cf co" co" r-T co" CO co CO C4 ^ CO CO 04 04 04 *ic •saomos .raqjo n'B mojj.poATOOOj; junooiy TOT rH CO CO 00 C5QOOO 'H’ ^ <0 CO u*f cd't'f m- 84 151 272 340 1, 677 12, 921 5,313 52 114 35, 061 1,844 48, 279 5 967 . 70 11, 251 151 0 •saaj uonmj uiojj paAiaaai junoiuy 100 $6,407 568 61 lOOHOOi^OMT^iO' CO oorHcq OOO«0 00CC^MC'O[> CO 04 O CO HlO t> of Th rtf O C0rH04040404rhco ^ t- O CQ Tti 04 04 CO . CO rH cor t> rh to" to cf co" • 04 O (50, 3,312 1 1,591 ■ OC rH ■ « ^ • m OT i o Amount received from interest on perma¬ nent fund. ■[boot; 97 i cq ! ! • co • « • cf • • • * • • • • CO • i i ZD o • CO • 04 • 00 o tf « . o •^nnoQ 96 t> O o" 7 ) -€6- • • o •ajBjg © ^ rH • -H to to • O • CO CO ^ ■ CO tO CO • to 03 04 CO • t> 05 04 I-' ^ 'CCOO rH 00 • 00 CO • co" • • 04 05 • • CO CO • • co" Ttj' • • 1,607 0 ZZL ‘5 •xea.£ x°oqos jsbi mojj puBq no aouBing; 94 $10, 910 85,738 15,714 34, 721 HQ^HOOOOODOOO rHrtiOOOCviHOOOxH of rH to" co o' o' cf © gf 133 19, 275 5, 713 2, 390 253 OtfllOO C5 C4 CO CO CO Hi CD ^ cf cf rH Tax for school pur¬ poses. •anjeA passes -su jo jrnop jad spipf 93 C4 t> tO to CO ^ to 00 to I 00 to to to to to 04 • tO 04 to to to t> to to CO CO ^ -lOOCDO TjfflOH •enpjA qsBojoxenop rad <9 © ; ; • • • T—^ CO CO tO ! Tji 04 | ieo : : no CO tC to CO 4.3 7 Total taxable property in the city. •noij'enx'BA passassy 91 $5, 185, 426 170, 000, 000 73, 647, 194 27, 500, 000 «19, 000, 000 2, 000, 000 6, 509, 151 2, 963, 139 5, 610, 000 4, 694, 617 4, 020, 854 10, 000, 000 5, 344, 420 to to 05 30 CO 00 O O • O 04 04 O O >OOC5 O O • O CO 04 o o’ • co" no" co" O O -CDHHi LOO • 00 00 no cf CO* • rH co" TH ; * 9, 201, 624 14, 100, 000 5, 256, 754 1, 250, 000 2, 055, 355 •anx'BA qsra pajrmijsg[ 06 $220, 941, 582 44, 000, 000 a30, 000, 000 3, 000, 000 7, 250, 000 3, 535, 420 16, 830, 000 5, 000, 000 10, 062, 562 15, 000, 000 © o o © o no CO 9,500,000 5, 598, 000 2, 500, 000 2, 090, 883 25, 000, 000 15, 770, 262 2, 000, 009 3,425,575 j City. H Canton, Ohio . Cincinnati, Ohio . Cleveland, Ohio . Columbus, Ohio . Fremont, Ohio . Hamilton, Ohio . Ironton, Ohio . Mansfield, Ohio b . Portsmouth, Ohio . Sandusky, Ohio . Springfield, Ohio* . Steubenville, Ohio* . Toledo, Ohio* . Zanesville. Ohio* _ Portland, Oreg . Allevhenv. Pa _ Allentown, Pa . Altoona, Pa . Carbondale. Pa . ' d i S m i c io Danville. Pa . 1 d rPn ri o 1 . e3 Ph : ® Harrisburg, Pa . Lebanon, Pa . Meadville, Pa . I rH H H H C4 STATISTICAL TABLES. 455 4 • • • D • • 3 : : • o o . © • © 310 11, 496 925) O • o • V j 1, 133 1 j • if ;| 1 ^ l is : II •lOOrJiCi • :§i $ j •i) 337 | (38 (7r 125 400 0 ill i ;°r s' I1S1111 | xT co co co co j : il~ h jef ir ! ** 4, 500 • ° o • § i: 8, 610 731 ill ii j CO* • < 11 190 ‘SfV 322£3iag§8S3gSSgg3818SSS§ islilsISIIIssllls 1 :3“S33“g?S‘S3SSS3'f§S §f 17, 228 145, 154 8, 073 3, 665 0 8, 988 :§ :5 is iT il -s : ; • • g|| jo i O . Tf . ■e. '■ 1, 200 II8‘I OS °l ! ^ • © ill i © • £ : i IS Is 1, 254 o j “111 is il is 110 580 400 0 . • o o © o • 132 120 75 678 0 :5| ° 29, 450 1, 378, 093 766) 75, 081 76, 888 11, 389 15, 900 32, 781 908) il ”"il 18, 000 59,000 218) 7, 500 15, 621 61, 002 ilslll ii jo“ 20, 503 17, 319 30, 000 18, 775 175, 303 ills ia'“ 1 r-r • S : 11 corn i cf • i ii i :S3 isisl : • COCiCO • ® 1 5, 336 1,171 5, 252 7, 493 1, 854 il is isl i |nh : i§ © : : i| • • • i i O \ ; . . o i ° i 1 i 50“ j • © © • © • © • 1 «N • • o • o » o o © • © • © : :! ii S3 1 i rH j 1 i is ■i] 2 i : * j j ! i ° ; o • 9, 022 0 408 © • 1,600 1, 950 ° • rH L- •Ofrf 3, 252 696 159, 428 33, 959 16,183 in r IOCO rH : z> • • i is • • rH i ° ! 5, 798 :S°gg3 12,622 jgg j i : 0 111, 528 ill0 : ^ i> ■ 'coo • O • Oi ft c lOCOHr '• ! A \ \ • • : » t> • ' rH LO j \r A j tH jiS * © CO • © cd t* co ! lo ! co ici : CO : ir H I • ! ° ! • co • ! • < M* ; ; ' rH • • » CO • eo 1, 227, G42 6, 433, 882 536,667,834 110, 404, 698 18, 000, 000 10, 000, 000 1, 517, 143 1 ill 1 ill ; co j. ISESS1S ii IlS'llf! ii 3"B§3”g“ i 12, 624, 440 13, 700, 000 *5, 000, 000 8, 436, 556 3, 770, 330 2, 718, 620 7, 750, 780 9, 674, 451 -•a-,;;;-;;;- S 3, 412, 120 2, 470, 785 3, 188, 133 4, 500, 000 56, 857, 854 4, 686, 310 7,911,330 1, 500, 000 81, 377, 253 1 o~ © tjT 30, 000, 000 5, 000, 000 3, 400, 000 12, 000, 000 *8, 561, 833 I i i 2' : : i | j ii i if i j^- : 13, 700, 000 *6, 000, 000 12, 000, 000 ill i iff i ;eo“ CO* rH • CO ! New Castle, Pa* . 1 Norristown, Pa . Philadelphia, Pa . Pittsburgh, Pa* . Reading, Pa* . Scranton, Pa . Shamokin, Pa . Shenandoah, Pa . Titusville, Pa . Williamsport, Pa . York, Pa . Lincoln, R. I . in ewport, rt. r . Pawtucket, R. I . Providence, R. I . VV arwiok, ±t. l . W oonsocket, R. I . Charleston, S. C . Chattanooga, Tenn . Knoxville, Tenn* . Memphis, Tenn . Nashville, Tenn . Houston, Tex . s i If a Jttutianu, vt . Alexandria, Ya . Danville, Va . Lynchburg, Va . Norfolk, Ya . Petersburg, Ya* . Portsmouth, v a . Richmond, Va . S it Janesville, NVis . La Crosse, Wis . Madison, Wis . Milwaukee, Wis . USUKOSU, >v 13 . Racine, Wis . Wn± •oonepuaxjB £pcp o3e -joau uo pasuq'sasuadxa juoSuijuoo jo pquappui 120 woSoSwSo j 3 • ^ • rH : o S ; co ; :s : •oouupuajju Airep oSeJOAn uo paseq ‘uotq. -onjjsut pun uoistAJodng © H H $11 00 20 24 22 93 23 00 22 70 23 12 16 89 12 68 3 i :§ S : 8 i 00 • i§ ; • oo .* Expenditures. •ajnjtpuadxa pejoj, _ • ) Q0 r* H IllslilSlIlllSsllssSgslISses Incidental or contingent expenses. •sasuad -xo juajjno pue saqddns aaqjo py H T-i $1, 200 8S8SISaS°3 ; lO rH 7, 054 850 2, 000 1, 898 1,480 941 4, 558 1,123 1, 980 181 It 328 256 206 •sSuippnq jo sjojitreL' jo H H H I [ § 1 ocT tsil i ^TeoeoN : § CM cf Til ! S : 00* • is 2, 475 /216 240 iss •OTp ‘SI9^U9S -satn ‘saLieja.ioas ‘pjeoq jo sjaopjo © ri 1 L § 7, 800 600 500 125 g : JO* • is 1° § i | Tuition. •Sunpeaj joj pied junomy © © $34, 613 1, 510 16, 711 22, 000 117, 466 51, 148 562, 109 29, 118 30, 000 42, 566 18, 208 10, 810 107, 577 26, 010 18, 689 134, 148 18, 756 23, 029 17, 381 16, 733 23, 106 48, 758 12, 500) 8, 011 . in •uois -pjadns jo" J80Q 00 © H $1, 500 1, 500 8,760 77, 150 900 3, 000 2, 200 1 il jed 1*1 i rH j 111 HHH Payment of indebt¬ edness. • (jS9J9jui Sat -pnxoai) Suij'bou © w 1 rH ■€©• il : 2 • • c :© :g$SSi H< • CD ' lO CO C gg : SJ! :? ; :2 ® ^ > g «S § r | m isii§iiiiiisiii!iii is g? 1 a S' 3 a": S 8 S S 8 S 8 S S S 3 : 5 ’imsiaif iismniHssii i iii ss^sanis"g's's"s'sss|a22|as‘ss'g | ||| siSISis :l 3S!S £“ i § { 11 iii rH jef. llllg if HrH'S : 0 “1 is ilaaS OrH jeo j rfNH i it §i ■ : CrH CO* j ! | • 00 rH CO 1C O : SSwo« : : :» r,cS'« : :ssl|7.g : i" I sli.i : : lil^l *a : : r-r j j i r i» i i i in i i : : isg is : : : : i|°s igss is j 5 IS j! !|| si I il “8 ; ; isilllSlSslsl! is j rH NNH'M © cf j IS isallss rf j rH r-Tcfrfc.i i inn r : jef of i .3 isll ■ j ~ § a ss ; i : 11 il ill il is jrH j j => *0 'HOOO O ca (M CO 00 O OO 50 5 D •<*' OLOOlOt* •9jnjipngdx9 xxu°x •S98n9d -X9 jngxino pan 89t[ddns joqjo IXY •sjtdnd jo 9sn joj poipl -dns sqooq xooqog cdoc'C50tj , 10 *8JlBd9X£ H 1" •99UBJtienj j — •jua^x I ** •1911^ ! rH ooo CO OJ © CO » 50 •sSuipxmq jo Bjojitrer ’jo o co o 0^0 r-< O O -S9UI* 8911^49.1908 j r* ‘pxeoq jo s.i9ogjo ^ CM CM CM r-f CO rOOi o o c CM CM" r-T t "O O O O O 00 O O Ot-iOCO t> O CO o o CM rH iH CM~ cm" ttt) epnog; aa; u , « ^ o ■s'aiaa„-lls-^-a!aa!lslf!l||ls| 'e^,sip-li!;S'3s^' w' -+J 45 p o r-r- - « Ojj " S ? S O flrtn O C 5 c OODOi c3 ~ g o o o ® ^ STATISTICAL TABLES. 459 : \!*l *«* CO • • CO § :S53SS5 :§S O •N«OCO’^ • CO CO j r-l (M | HH SallallllllllllSlllli S' s>'s S' £ | S' 3 3 S' S' S' S S' 8 g S' 2 8? S iisni :3gSS| llgiasIlPIIIII ills NNrtn" rf tOrfr-flfflff of of of ; r-T of Iff 11 il el ilsss ■* ; "S' : "' 88388138 1 c : i^^^sss • LO Tti (M (CJ 0 j Niff rH CQ CO 1111 il § : :8£§8§ j jS| iii! i! il ill . • . • ^ . CO* • • i i j ;8 r j j !S3gi3SS3 . in r-T iff «f of ill : of ;g| : g 11 si -fill 'S t %' 0 ■2£3a : ii ■ ll 1 rd^ : r H ; 1% ed — r >5 1 0 d SIS is ; r-T illSSIS i ill <* • of cf of of • ; of 3131^813 ill rH «egrH-rt jrflfi ill inns ■ riV | Iff 0 of inn i"2“ | ii j i i i jS3S8*3 i iisi 1 i is S* Is j is ;“8S ill i i i i ill i : i i isii i i i m -r j : j : : : : ; ^ § : :*!!S! : : : : : : : : :§°§§5 • ^ HQH • CQ : ^ ^ : jaS in ins is CO CO r-l r-l | HI 1 1388833 i ills iff • r-T r-T t>r r-T j ; r-T -<* 0 0 0 0 0 • ; :g.SS58SS& : r : .-fofrfuf of j ilslll j «fr-T Ci Isil |3: OS iff * di !| u 0 P3 1, 800 3, 000 1, 600 1, 700 1,630 1,800 1 iiiiiiii iiif cf j rfrf 05 OSrf of rH JrfofO •ll iisi-11 :n frfof j of of i-To5~ Jr-Tr- si ilsllll- frf j ^ffflOJof iisn6 ■ of of r-T rf : : : u, °i • i°° i j j j i i r> . • ...... i i i i i i 1 il ' i i i ' i i i : 1 i i i i i i i 1 i i • . i 0 • • • 00 > 0 : : : : : :S5 : : : : : : : • 1 • • 1 ' rH ' . 0 il ii *888*3338 ills t> -f fT ofr-HOCf ; t>«f S83 ill ill! i i in ad 1 1 j j is j j >“ j1" • O il 1 • O If* 1 -. 2 a g !lf( 1 illlj h og-gSg jl^j! Ml Mi 1 ill'll 1 S»5faas 1: ©* J !i® H! IS s yj 11 1=1 1| mumHfii. iSi^S-S®Jg5Wgg; ianiiiiiii; j : ! jMiW-A’ g-g g 0 9gJ-9 nmsMm l y i iJ ii i iSau^ i| ill f s ^PnOShsJziSzjO^ |! = III 5hcH< !>h ip.l i !<1WP * e o v ^ Table II. — School statistics of cities containing 7,500 inhabitants and over, for 1880, tfc. — Continued. 460 REPORT OF THE COMMISSIONER OF EDUCATION. Average expenses per capita. •0OUCpU9}JI} Ajrcp oSe -joau uopaseq ‘sasuadxa juaSurjuoo ao jejuappui © St n n-^cocj O 05 CO CO MOWN •€£- OLOt>Ot^O occo^ooc^o CM rH H< CQ CO O O O LO 00 T?1 N OO O H OOHH i rH • H< rH • O 05 • LO . o O « CO hi •juap: 113 $1, 775 250- • • O 00 • O W to t> H • « O CO • * 04 05 • OC3HC0H'rH05O00 r-T rH r-T r-T rH CO CO •sSmppnq jo saojiueL’ jo m $9, 541 2. 277 2, 880 780 IOC5 1C ‘cowocoooloh Cdt^CO •Or^-OOOrHH'CO CJCQCO -Ct>t>OXCQOOO) r-T rH~ ■ r-T M CO~ rH o' • o 5, 569 6, 583 3, 884 2, 900 26, 225 20, 582 11, 287 •ocy ‘s.ia2uas -saui ‘satjujaaoas ‘paeoq jo ejaoipo 110 $600 2, 000 200 • 00 CO • • o • 05 00 • • CO • 04 H • *00 • i • t> O © O O 1-0 O 2, 410 1,225 300 OlO(M • T— « o • HiOt> • Tuition. •Sinqoeaj joj pied junouiY 109 $282, 927 22, 027 )60) 9, 475 8, 705 13, 910 15, 149 22, 267 c30, 120 28, 567 (22, 651, 161 10, 800 25, 018 24, 965 119, 162 11, 559 12, 561 18, 774 553) 80, 396 48, 767 17, 991 8, 999 27, 508 19, 590 461, 944 256, 226 95, 656 •uots -TAJodne jo jsoq 108 o o o o O O CO o LO CO wH< 1 & o o o o o ltO OOOOOlH XTtiOiClOt> rH rH rH rH CM* CO o o o o o O O' o o o 00 CM 00 00 CO LOOO co o O csTcC o o o o o O O tH o o OlO 10X05 rH Payment of indebt¬ edness. ■ (jea.iojm Sui -pnpui) Suijeopq © $3, 100 i • O . - o w . o . . o • i LO* qjeaaajux Smpnput) spuoa; 106 . • iC • • • o • • -03 • • *. dT ■ • . ■€£■ | • * • i • LO • • C5 « 1 05 • • d • 0 4, 138 1, 172 LO 1 -rH • 00 05 • rH • C5 'CO • ccT r-T • co' • 4 $ ^ 5 lull's WOHWCi • • > • ■**Oi£* . tn tested -"e s - -“S’&.M t ?! o S o oj t :N : 3 ‘ \t :< >.= \t fj U Cincinnati. Ohio . Cleveland, Ohio . Columbus, Ohio . OOOOHlNfC^lCtDOOOOJOHiNCO^iOONOOOSOHC'JCC^iO STATISTICAL TABLES. 461 £238 S33S3 38S828S88 (NtSMN'tffiL'iOrl §83238338822 (NHLOO«Wl>0(Nt>MO i ^ O H« i 00 r-1 CO i M (M rH 8888 3S°>3 §3 8S£88§8 CO O 00 0X0 82 O 05 s=ss “ as slslillslilalsslllllsisllsallslll s'a s a $ s' s s s' s' s' | ?'s'|'s‘Se-‘S »'§ §s"s a a s s a s s a s IlsalSlIlISlS s'a's's'ifs's's'Sa'^S •Si; slsslISllsssa s' -'tf ' 05 05 iiiiiii OtCccfcd^ (MOO SpSaSlS hS'® e^T(N is I M j M i in is i i« i i : :S i§ i i : i i i . . T* • t- ..... • ; :"S i i i i : : : ; |iH I i rH" : ill i CO 873 2,187 729 875 27, 101 19, 291 5, 387 2, 904 % S3 CO r-T 00 CO NiO O O rH pT r-T " ocf sialllla-1 SsSSssaa a 111 rH rH Him eo l£ss ” s'" ISIS OOOCDCO" Sa 3s§iii - o m *oo SaS* s gS s ®-g >i s a 5 s £ ■ SlSIa ‘ ’c'S ©2 --O bf .A .. «s of CSC* sA A A W cS L-45 : ! A" 5 of © £g3S5gS3S*§SSS3SS3S*§3*8SSSSSSgSSS3Sa3§3S33ggfl * From Report of tlie Commissioner of Education for 1879. c Includes pay of janitors. /Items not all reported. « For all incidental or contingent expenses. d Including nautical and corporate scliools. g Fuel, insurance, and incidentals. b These statistics are for the Kingston school district only. e From a return for 1879. Table II. — School statistics of cities containing 7,500 inhabitants and over , for 1880, oq looqog •siredou •oou'BJnsuj -JU9U ’Pnd •e3a|ppnq jo sjojtubC jo •07? ‘B.I9SC9S -S9UI ‘89IIBJ9J098 ‘pacoq jo 8.190 gjo ' h c i o : I CO lO (M in CO O m cm c- co co i tr- nQ co rt< » lO o •(JS9J9JHT §Ut -pupm) Saijeoi^ += a a"® © © a " (J89J9JHT guipnioxn) eouog; - ^ c3 © o ^ ^ „ «3 .53 _ -P- > H S ,-P ® b ao so ©bS Qfi ■ - a ap>.2^ «>. w^-r’ ® g £ ® S S-2 ® a - a g a 9 *= 1 a#j5^ o 2 'cC a oi=;rC^rS a 2-2ra'> 6 ° 2 ® ST'S ®.9 § a 5 »-<-.'*j^aap-i^i©^ u t w m r up .2 |® a © £La pj ^ 3 3 g-fl d ^ ^ o § V 2 3 3h ^ ^.O ® o-H fto eg cSuu « ^ eo^iocNoono- '(MC7^mONOOQOH73CC-H CMCM(7QCQOQCQCQCOCOCOCOCOCOCOCOCOCO^^'^^^ * From Report of the Commissioner of Education for 1879. d Total of items reported. a These statistics are for the year 1879. e These statistics are for white schools only; for those in b Includes cost of maintaining evening schools. which colored schools are included, see Table I. c For all incidental or contingent expenses. /Includes proportion paid to colored schools. Cities containing 7,500 inhabitants and over from which no statistics have been STATISTICAL TABLES. 4G3 Table III. — Part 1. — Statistics of public normal schools for 1880; from replies to inquiries by the United States Bureau of Education. 464 REPORT OF THE COMMISSIONER OF EDUCATION. '8FE •oxxjnia^ •OTO •mox ffiTfOHH © «§§ ms © Ci c« 60A ■ ■ >73 'b <£-> J? Hill §a o © s oofclziPq • c3 • CO >3 ca -g § IA 5gt=| o! P2 0’0 O © _ © a. 2 i-§d © _ *r d | 5 PA M i'S ’§) = £* 011 *35 >*3 >• 72 '3 72 O' Jg o So aa a ©^ © a © a 3-2 3 P.72 pj ■ © s o £'p2 H O fl,® p «© p'b ©13 © rt © a © * dod d ,P © -H .5 . O-P ;© :S2 .S •©3 ■1*13 a S ' faCi L, Ph K. fl ^ U$p 0 ©a ga|£| a" ' «w cj ofl I-g „t»°©a ^ ^ c3 c3 iS S"g of o'© a ^ S’ fcggsBgSaQ ■g a So 2 © o o-- 1 a||ls|ltl a g w9 p1«2 g ttJ2 gSg-C 2 ge.2 O .S § g-g g *“§.© p-g-f © O ea 0^3 o-©^ O ©M OW^i 02OhOH I © © > C 72 r_| > « ^>§ ©P sa o © 3<£H | 1=2©- a^: s a© O'rt P © 6 © = il?Ssa p,^3 rf fclQ p p Wqd.5' © a «a p.g.s © > ci eS a sg o^g «o C- 00 O) O 1 STATISTICAL TABLES. 465 M(NN r- o I CO O O O O d I 'C5 00O • d co oo o oo 10 d to CO O O O r#« 00 ' CO CO 05 d < bbo o’3 .9 © lOHCOd lOtO Fh o CO t> d CO 1 t CO lO CO t> iO d 00 CO H CO ^ P-I L - o ® Ph Pi O d ^ 00 d CO o o © o o o o o o o o o o ccT co r-T ccf go rs q CO S.rf ^ p r 5h ft ® ,2 | © s, £h=' B £ > so £of> o B££® aJIH FHtOtO lo O o o o ® t> cf of 5 SIS- ft 2 a ■sgis I o 05 B 3B rttO -1 o to p ^ III «siJM WJjSja 73 c5 fcflo d |«| sSsSsSl _ i'fi iiiifia I +3 ro dftl H-g.2 ftl sM c ^ g“h4 t> £ > ®H© © „ H ft S ^ o -O-gj? «8 ftftB 2«ffl 2r - Kl !9 . © :pq Jo sS^ • w O «3 P3£ ; ; O Q d jfi.4 “311 . s. p £ s a, .©®«232 ■ Wi .,2 g Qu| d'oft 8fe: SB B te ®OOfft bi73 sUMldb graft Oft a ® fP . © o ®B © fss §•1 li §lc | 8 ftb SI ft g &! _ © Is to •g c3 o3 ■gs O ©S ft Sag1 10 co CO t>» 00 00 t- ^ 05 COX ^ CO CO t- CO l> CO 000000 oooooooo I C C5 rf< o rt< iCOt^lOCON I 00 00 CO 00 00 d 00 C5 O O O CO C5 £5 CO O 'O O l> oocooooooooo 00 00 ro P BB I t> © rg c « otO B/a ■ 3 © a s Q „ bf © ft §d : Is® C- d ® _ ^ +i ts ® ct m Ij*-^. rS C C3 ^ »2 L O^Ph OBPhB WWW PQOPhCJccP « oi.53 2£®^ a 0 ® © a .2 © ri r—H rt p .2 a a « ® « sjalJIH |aS|5S ^^«2^CC|EH 1 :H m r? O t3 543 om © a a h®o5 «=h<1CCQ ’S « s- §*§ uo o ® „-/2rOrcf'^!2; Stt'S'i a 2 |§ J ^0OQ^P4PnblB 2 cS cS 2 a ’© 'o *0 ; © o o o o > ja ja ra ,a 0 © o ©to co co . w a a g I3 9 o 3 o > o J S3 o © © xi B cs a a a ^ S >> c8 ;to a ^ >5 2 a. ©P1 a £~j S'© a 5 a! jia i 0'S . . o . . . o . ■a. ^ • •ft, o • ft ©to ; o .0^ •2 2 M-r* ® Oft g 2 g B a 2^ § ^ ^ £ •3 ‘,H 4J -2 © © © © B^tOtofZi^^^i ■2B^ ft .1 a pi ® g-ssM-a ais §m © o-h g o © -£3 p^.y “ © *o « a ©o £=2.2 ®§ ftg.2-^2 ©.& a'®'6®' P-i 2 o' © ® Sr3 2 >ft 2 o ft-Cij t, ^ ft g t*« 30 E H (M CC tfi lO O X lO lO lO lO lO lO O IQ Table III. — Part 1. — Statistics of public normal schools for 1880, $c. — Continued 466 REPORT OF THE COMMISSIONER OF EDUCATION. •9I13K ®t-©r-l > 00 L- >H I--0 CCC'HHt-O) I CM Tf co TJI CM CM •SJOjoixijSTn jo jgqum^ ilHHHHCOl COCi-^c TjiOS ®®-*tccoC5l> wivsK. jooqos jsiqgqj tit payo-raa sjidtid jo 'ejidtco J9d uoiq.'BiadojadB oj'Bjg 'AlO •Ajxmoo •9JBJS ■ ® ® ® ® ® 00 t-00 OO 00 ; *=> • i-3 ■ 1=1 q r 4 a “• o < £ a .s ■ < a a h- % a a .© © - a ^ r. pqhoH>g'3.g ^ a a s SM £ ioi^-g .J.& . isw II O >,§ ,0 u O ,o®ho •U0IJt3ZIUB§JC0 JO 9JCd 00 00 oooooooooooo t* •!* : f^fj *2§ggh§) © fe. g O ^ £-i O P ^ ^ £ a o £ © ©. « WPOPhO^O ;0 ®w II t-i a o-.-a mo £o.S 1*5*0* a a ©°_ *2^ P^P g^ra'©0 a © s | p. pf§ i-g ©P3 a Ph a . c3 P ap a">rp a" > nf lisrsfla X fl 5 a.S£rX a &§>£!>>§ cs.aaS^aai ojco a.'" oa POO Pffl oPmWP^ 0.00 0.00 A 'aa-a o ■ o o co \mm bl : bJO&JO g . a a .9 ill a , eg c3 IP . P ?H P-, H ®HH § rg .a as aa gjS 'a 'a ^ "a 'S JH "3 a a a a a g g fe g so g © co © o © a © E pp a c3 a C3 c3 o c3 mmmwm'&m aa aa © © m m bC W) a g 1 | H H rP © fcl.rt .s a .a o H >5 © :S ro co ii iS’s m g- liw rg O g^O o a o © pa m © *rJ» IS Hil rg © g| e- C3 . a ■*? a© |l-s "g © a m™ | ^ s a §g« © © © -u -© O cSjfl ffiSOcc -•I to E III. •«a I'o o .^a . © o 0^-_h POcj © 2 a 'a«2>3 . o p-2 cs ©.a m a 02fc> moo PPh ccI^ccMoPh CJOHOlfO^lO Millersvillo, Pa . 1 1855 I Edward Brooks, A. M., rn. D. . I 5, 902 STATISTICAL TABLES. m lOlMOJ OOCOOOO O CO O l> O rf o LO€0^(NCOiOOC ^ o o io o o 2H^ O ® 2 o P . OMbhsPS HP PJ ~ P* O - fi 2 ^ ^ C3 p 0 2 ^ ^ 1PI &; .* ; #=3** • -g 2f£2| PmccFPhH gH ®".g £t> J.2 "B'i f§£ :t>^ : g#:* = 8 :3 >g£> a -P a o O P< o oltfH ^>§11 $£**u sjo "S ®‘m'S sS P4 rfS ^ g 60 8 fcDp os n o^ g'S £.gr3 g p P f> CD S © ©>— I 3 >-P a P «; O PoHco^So&H^^ K^co slJlS, |pl| O'2' 2© > flccg'3 0 4 -p H JT CO J © ©P •s co ^ H © ~ ^ r ■r ftva — » >-.-2 © p •g'p aia^ p o ° ©^,a c>rq I- i2 (CO S’!* 1' ©|3|c p © P o ‘ So 9 > ^ c ^ : CdpH >tz © 5 pa CJ CO 2^ t © O O fcqa ^ o ©CO a 00 -T® <3 , SjC-m CO 2 !£* -3 iKa co !fc-S .*g ;a'©§-|§ i'oS p-*2 o ;h)«2W O g® -co o O o O h W^, ^hhO ^ o o o o o g Oft O 0^3 ppl“ * ii i H ^ h o ° °& OOO^OW^^OO^OOJ OIO rH < ^ CO r S&8: ico^J ; _g rt.S ■5oo^ o o >> >> co 5 _ . 4-3 -M ^ S @"S a § | g oS -PH g CS a P& bO O .9 a--; •H C3 O CJ CO ■g a § 9 « («§PS^ Jz* &b bo •I ® « -*s CO . © §5 5- a 3 . csgf 2 « ► a ^SpP p 03 ^ a -i s » Sis >! . ^ „ ©8 © « ^a. ©•C.o pr^s O o > ® s-rj 5 pj.2 8 § a © ^ 9,2 3-2 ^ oc3tSo^©-£& ■fi'g 53 |-2 S-g ca g^p^-Ss? P5‘| ©-3 p- g-2 islltillS * e^o©ra'»'SC:5 467 Table III. — Part 1. — Statistics of public normal schools for 1880, -5 t-S^I-3 l-S 1-3 S 1-3 I-3 I-3 l UOIJBUT -uiexa jgqjjnj jnoqjm 8[ooqoe uocucuoo 9}ujg ui qoBajsajenpBj*) W x x x 0 0 x ; O X X 0 0X0 2 ‘3 C35 < O : x xo l gsjnoo jo aoij9[duioo no sajBoqij -J99 JO SBtnOldtp 9AI909JSJU9pnjg « n X X X X X X X XXX X X X X xg X •3 X X X l uoijnjijs -ui oqj oj p9qon;jB ipoqos ppoj^r 8 X 0 X 0 X 0 X 0X0 0 X X X X X 0 l x ; x l umignani/CS n S9SS9Ssod xooqog M 000 ; 0 0 ; 00 X 0 0X000 0 ; x ; 0 l Ajojsiq XBjnjea jo umosnia x; sassossod xooqog © M X O O X O X I 00 X X xxx ! 0 0 x 0 ; 0 £ enjujuddu pan jouiquo XBOiqdoso[iqd n sassossod jooqog © X 0 X ; X X X x ; 0 x XXX I X X x ; x x , i Aiojbjo -q^x x'BORnoqo v S9SS9Ssod xooqog QC « X 0 X X 0 X X x ; x x X X X 0 0 0 X X X X O CV i 0 m c| •jejuaumjjsui h e* X X X X xoo OOO O 00000 x ; 0 x 0 qooo a © X X X X X X X X 0 X X X X X X X X ; x x x i SuiAiBjp pauq 99JJ joj sapliae -X9 pun ‘enjujuddu ‘sjsbo ‘sja -pom jo U0IJ09XX00 u xooqos oqj sbjj e* 0 0 0 ; 0 x x xoo x X X X xo 0 jo jx l jqSnuj SaiAxejp sj 0 0 X O X X X X 0 X X X X X X X X x x : x morjinj joj juapnjs qoBo’o’j eSjeqo pmuay M 0000000 -ee- 0 0 0 rH ^ rH CM Th* 0 0 0 0 0 0 ■0500 . ^ rH : ^ •uaquj sauizugmu pun sxBnjnoC pmoiiBonpo jo joqmn^x c$ e* O • • CO rH • CO ©5 0 -H • O to 0 j ■<* • 03 Library. •sqjoAi. xooiSoSupod jo samnxoA jo jaqmnj^ H 0 • • CO 00 0 to • 0 0 0 x99Ai jo joqrunjsi; 00 rH 000 • 0 0 0 x* CO T* • ^ TjH Til 0t>00 rH ^ CO ^ ^ O O O O O CM O 00 0 00 CO CO CO •Apnjs jo GSinoo pnj ui sjboA jo jaqran^j; H CO ^ ^ rH CO • • 0 t> 0 • CO • • r-i rO • • « lOCQOOC5l> rH (M tHH O CO • 3 • S © ft H State Normal School . Normal School for Colored Teachers . Lincoln Normal University . Normal department, Arkansas Indust’l Univ’y BranchNormal College, Ark. Indust’l Univ’y Normal department of Girls’ High School. . . . California State Normal School . Normal department of University of Colorado Connecticut State Normal School* . East Florida Seminary . Normal department of North Georgia Agri¬ cultural College. Southern Illinois Normal University . Chicago High School, normal department _ Illinois State Normal University . . Cook County Normal and Training School- . . Training School Department of Public Schools Indianapolis Normal School . . . Indiana State Noimal School . Burlington Citv Train in" School . . Iowa State Normal School . Training School for Teachers _ _ Chair of Didactics, State University of Iowa. Kansas State Normal School . Normal department of University of Kansas . Eastern State Normal School ...1 . STATISTICAL TABLES. 4G9 Table III. — Part 1. — Statistics of public normal schools for 1880, cfc. — Continued. Note. — x indicates an affirmative answer; 0 signifies no or none; _ indicates no answer. 470 REPORT OF THE COMMISSIONER OF EDUCATION. Time of anniver¬ sary. W June, last week. June 23. June, last week. June 24. February 22. July 15. June, last Thurs. July 8-10. June 23. July. June. July. June. July, 2d Tburs. July 1. May, last Wed. June 15. June. June, last Frid’y. June. 1 Horrent -urexa jaqjanj jnoqjTAi sjoaqaB nounuoo a jcjg po'eaj sayenptuy) H W X xooxxxxxxxxxxxxxoxx rO pO *C> XXX j asxnoo jo noijajdmoo no sajeotqj -j.80 ro snraoplip OAiaoaa sjuapn jg M W x X X X X X X x o xo X X X X X X X XXX l uoijnjijs -ni aqj oj paqonjjn jooqos [apojy « M X XO X X X X X X X X X X X X X x :o X O O l umisnuntiCS n sassassod jooqag M X XOOOOOXOXOOOOXOXOO 1 ©o l Ajojsrq X'Bxnj'BU jo mnasnm v sassassod jooqog © M o XOOOOOO I |oxoxxxxx ! o X o l snjei'Bdd'e pun jauiqno X'Borqdosonqd v sassassod jooqog © X xxxooxxxxxoxxxxxxxx XXX l Ajo juio -quj xrormaqa n sassassod jooqog QC C< X xooooxxox xxo xxoxxxo XXX C<-~ |2 % bo S pi ® a H+3 •X'Bjnanmjjsni X O ; :® Ixxxxxxxx Ixx :®o X O X •XnooA © & X xxxxxxxxxxxxxxxxxxx o o l S at Aver p ptreq oarj joj saxdnre -xa pne ‘sajujuddu ‘sjsbo ‘sxa -pom jo noijoaxxoo v xooqos aqj sou « * 1 o o o O X X x |oooxxxxxxo o o l jqSuej guuvBjp si H e» X oxxxxxxxxxxxxxxxxxx XXX •uoTjinj joj jnapnjs qoea oj agjuqo pmuuy w e* o • r-(cq OOOO ' (M ?1 Cl O O O Ol lO O M iO o o o ^ c© o ^ 1C ^ HJ< ® ■ o o • ® ® ■© • Tt< cq era • o • o • o • o • • o o • o o o o • o • lO • 1 CO • O « iHl> • O CO lO CO « i • • i CO » » • H » H i i a i n i ■ ■ i • O • CO •samnxoA jo jaqnmjsj © H 2, 285 0©00*0»0 1 O 'COOOOOOOO • o O O O (M CO CQ • O • 05 rH O O O O lO O • H(NHWHt> . rH >(M(MrlOCOQiOO . rH • •a' ■ r-i r-i v — i r— 1 • o o to o lO Tji •ana £ oijsiqoqos ui sqaam jo jaquinn QG H o COCO(MOON(MNCl(M(N(M(MW(MCqO(MOO O O O ^ ^ •Apnjs jo asjuoo xinJ UI srnaA jo jaqumjq; h H 2, 3,4 • CO^^rHCQC^CN^CQ^iOCCl^COCOT^T^cq • rH of cf CO of CO C* CO H-^WCJHO • lOiG CO CM CM rH co • j 10 0 • 10 CO • O rH 0 VO OQ 0 • • lO O Q ^ H • • O • • (MO • lO rH • r—i ! t*< 0 0 co 0 ! ! 1 t}( O t> l'* O • • 1 006 IO O O IO t> iO O (M iO (N(N • 1 98 OOOMOOOOOOOOO CO COCOCO^COH^^t^tJiHHHW 1XNOOO CO M CO CO t> O • • rH CO rH CO r-i • • 00 CO N tJUO rH 1— i r— 1 CO^OCOOOOt^CO HCOrtHCOHNH 3 3 ,— < c3 is §5 o «T?rS i o5' “©A^S -f .2 o£-£ l“goO|g ^ ofe « ® j d '§ g©g o "3 ijj Ja ►? -jjj o&co^toF^ 0000 o(^ o o o © o o CO -g CO CO a^'cs ei iShi o S o o Jzi © © © © a-2 J J c OPWOO . ©r3 • f-l © ■ © c3 * Wfc» •Q^ !S£ j=i=p 0 ~ C3 3 • ■$ a © © >> CO o j| J3 ■—[Z h (h-Th g a aag Co® ©r*; o t’.'S ^ ^ 2I11I If Ilf IC505 0JC50000000 wrg .s S a g g © 83 o c3 § a ©s ©^ |g < 0 *•» ci “5 <•5 rev d 2 ® 2 GQr2 © O O g © 3 h> 1-93 J $ ©CO ca"c^rQ© cu • .p o°o >8°^ m-3 o QH . jjP MeNoP^MWPoP a a! . g a >> < 3 g • °k3 .© . o ® r*» r • ’ oW- «8 IpD : a • o ' ° .a o J* § .st> <3h>. •UOT^'BZIUBSjb JO 9JB(I O CO 00 05 Tft CO o 00 . CD CD CO 00 00 00 00 00 X> 00 .000000 < - c3 o O ©Q 02 fcC q*l*s'-a .Ho =M a 00 00 00 00 CO 00 00 JdSJri s llfl 1 Scorh o 3 ^<3 5)*^ a o pf :nnBn i ©v? Jg§t.2§ ©3 2.2 © c3hSS >.-^3 ©-S © hjn g-oPS FSas®9^9oH3>grd!=ir3'qS©2 §00 PWO ^hMIpJcSSo 'TS & .£ra PhM a <3 9 b® .2 o 'O'ft o 2 o I o . A • o ■ m ; 'cs ® ^ O fcJC +3 U2.g j§ cSh'o gl-312 Ilia Jrt O s a^fc g°fla 5 § sx o bC . w fl ■ t> '9 ®'9 g ©°P c3 “ O ^ pio 9 jjoj G c3 H : >> • ow :§ • .3 © -2 rg • 3 be o § : a ® a 9 jo 1-9 a« Icc'ort o : -.o • 2 =3 9 ^ : 2^1 ® ,® OrflH , o fcD *g2|| 2 9 a s e 2 ® s ao © i3-2-9j ® 9c •al&lo'S S^pq &2.9 o ^ ^ 3 M ££ja£§££-£Bg 'd he H _ . _ OJJj Sw wr^.^j Oo h bj oi u d MS ^ 2 § 2 a^J 2 9 9 ® ,2 pd P- cl 9 ^ *H H OO ® 3 § ® ol°o. !zii3n^nP d ^ co fcrrH _ R © a q 5 c3 11 EU O-g O >a e §0^ d B 'Or-J a q -9 q bC© H *3 o 12 II 3fio o- cs a r""^ ^ 9 pd g . . fSH^o-ga SSSS^gSSg.gg^llSfflSl, g So a pi ® a 3 Go “I C3 H HNCSlflOffl [»OOOOHNMTj(inOI> 00 05 i STATISTICAL TABLES. 473 co o o a t- O O CO CO 05 10 00 CO to b- 10 ca 2p I M 3 A 2 M C ^ P ^50g h c+4 , A 2^ 3 p OOO r - co co 00 00 00 10 O rH o i> o o rji l> CD O t> l> 00 CO 00 00 00 00 CO > C5COO ■ L- t^ iOt>»Ot>t> ) 00 00 CO 00 00 00 co P AM „ flH.O © A pq A k A A A O £ £ £ MO O O jhhh ®-£?W M '5—0 0 r§p © © A A (3 A g OhOO A O fSH„ AAA P P P ! A>d g>H: 5 „! si bJO s. a 10 . . . ;mmm . >1 . . „ _ „ bd ® © ©P >&*!8i5 ® a «2^ £ S\S?3 sT '-** © © ©rtf w „ 8 ~ — ,0 ^ £j» 5s Sh t. O «r a bC| 2’000c3 ’S a Ijslllllllllf PHnooSS&fcizjp^ffl p£a GQ O © &J1 p .S g: "i" 2^ d o -■ d p fl 8.3 O- £P © « ti o PP £ 41 S * a ©W A (Sn'a .^o3o®oH plgss^p^0^ 2^ a 2 i ® » ® P^POod!^ |zj f^p © A 'd a 52 © ©72 g|3| Jo pis J A M 5 rH -+-» -*M WW 5? -*— '-rr U/ .3 tj ' « ^ g a ^ ce f-.© ©PL A.° ->.© ©I2! un © £ t>» "d 'd u m’ © "d ^ fcwrd S A m Bo a' ^ a © g^^'d'd tj.^a'd 5 MW b C!'^ ?A 2 2 O S O 2M A • : ? ® (S s ais'o "d II a a g>|-s a H§|53g8p ASss^8|®ag8o^§ ■ &« >>^2 © s ,11!?! o,u " A S3 t r. -r> A A A ,—< n a M g fP M( ,0 O [2? I© °1 aI a ® g.a HM e >»§o -Ip §•22 1 ao © © © 02 02 So M SJ A I 2 g A ©O (2 (C A W^iP Am«m rA © 02 o © «2^ w>d ’ll ’ +545* ‘2 A as §2 2 g> daag^ o-glr.o a a © £H 5! 2o 3 a£ S pp&& Si ©a? A § § - - r; 5 O o I a M r2! (Zi I2! 02 > O tH CJW'tlCON I o 10 10 10 O 10 10 o * From Report of the Commissioner of Education for 1879. d Included in report of preparatory department (see Table IX). a No separate report for this department (see Table YI). e From report of State superintendent for 1879. & For all departments. /Closed with the session of 1879-’80. 0 See Table IX. g See Table VJL Table III. — Part 2. — Statistics of private normal schools for 1880, fyc. — Continued. 474 REPORT OF THE COMMISSIONER OF EDUCATION. © $ r* « - •SorqoTsej m peSBg -U9 ainq oqA joqumjq; uoquma: 8tott m '©TO •ei^K *W<>I lONiOHNooet'Ot'Oocoa : rH 05 IN •sa:ojonjjsn:i jo aoquinjq KNCO^ia-^MOSiOC-t-eOT* s' >3 i^S S |© :g 2^ ■ '53 • © ■ © : p< : o : 3 • o § ttS O • ft ^ o a oftft © «es* © L_i inP'_ i ■*< . 3 © -J5 • a; . dMl^lawjs| «g|‘ss« | s gs & £ fc.S^-S {►.£&«.& g JaPP >ft,a © 3 §PP ft^ O pH •hot^'bziu'bSjo jo qj-bq W CD CO 05 O O CO 00 00 00 00 00 CX) S fcj^db if gfcfc. .2 :||o iAg : ft- 200 af ' © w • . .Mtftfc; - 1 • PPft — *£ G ^ ^ 53 5°. 2 iLd~~ -o .©a s 3 wm. .S3 - - CJJ o»j JO © p § g.S %°J3 . o 3 s^ft ft © © =f r©>' © 2® tf ft . - „w ^ ^ w a fex bt ft +s © cu j= 02 * ^ ©-^0,0.2 a ©«2 a, e S 0450 §0^2 a co © a rrt ^ <., S-3 ll ■S2 £a 'o o a =s ■ 3 © g'S'^ W© 5 £ p a g a| os Sm's ^^^3 & o^a «Ofi •.a , © . xti © o a ,§2‘3 33 a a a j O O © c3 “fcfc £P a a. 0oFd«Oizrrt-s'S2^a3 © ►» :3 ® § 2 g Ig ©® iS'l-M-sp srg 1 1 i,yi § I 2 os ®3 o^l2! J bca^'aft'c goo ivS-Sl l^all 111 |sa5w 8=8 8? Wft^o2Mgg^OlS^^§^MOO^Oftft6 Sft a © i. ci if © §SH ^HNr^lCCDN00050^NM^»Oc6^00D50H DCDl>l>t>t>t^I>l>r>00 00 ("Wolf I 1858 I Isaac C. Kel STATISTICAL TABLES. a ft a © O Q S' <®fo « teg OBa §1^ n3ossgasls fa §11 g'^'l go^C-i © a, *CC M G> p - • . 0 ^ rH t CO » • • CO t i(i 00 O CO • rH .CM 0 X CO . 1 ! 0 00 ■ • rH • • rH ID CO • « O ID CO • . 00 O CO CO rH O CM. rH 0 CO CO 00 OS tH l> 00 ^ ID O (NO ?H r— 1 CM O CO ^ CO rH 0 CLOHlDHt^O CM ! • -coo 0 . • • c- • ID • • ID ! CD • 0 0 O CM CM CM • rH O ID O CO CO Tf 0 • • • O !>• ! O CM ID CM 0 . CO CD OOtJiI> IDO !co^oco«ncoo CO 0 0 0 CO r-t 00 CM ^ 'rtHH^HlDCO t>H H CO ^ i ^0 ~s 'D CO rH CO ID H O H O H CM CM S rt r- woO'--ooo®e5®«fflo>co^«iooH 00 cocow iraco r-icoeoco os a 1-1 1-1 CO OOrjiiDO 00 a O rH CO CD CD Z> C5DOOt>OW^NHDHTt rHrt< H CO rH CM rH <^CM rH CM rH rH rH 0 0 O ID O ID rH ID ^ £ - H CM CO n DQ CO CM S* O CMCOOCOCOt^t^CO-^CO^i 00 CO CO CO t> CO 10 t> CO • CO ID C3 CO CM rH CD ^ ^ ft £rt-£ .a *3 *< V? ©(§■3 fa £a2 a-S’3 5 5^ 'Srt fa . Mfa ■s* ft d © fart OOOOOOOOOOOOOOOOOOf Ht'COOlft _ _ _ _ >Ohht> OOOOCOOOXIOOOOOOOO >00 00X00 00 00 : ca : '> q,V fa 5 > © ° .9 © ^ ' ©2^^'Si.l)a’H®M>i>5h □ fa S 5 © £ >i-S S3 fen i ! " O fn H I? fl ® m m fl ®2-atl n^, cjfa sgjlll |°I|1 1 |||fillll|i|S|J| l|lf •5°©fafafa2s:^of9i2^L2i2ci'«^^p®f53§'C®«Sfa^ -£ >> -g 3 5 a ljj fa« e a if rt — d ocq g prt 2^|'s§ls fl fi.H rj g} /I ’ g p-3-g w aM ►23a© a; filiyi' 0112S3I o © 1$? 0 J2 o3 53 ■ t © 5 fa £ 5 C ’hr P §Jfc> StfS-S : fc£r l=la ifl«® CH& °Sfa ■3 s * ' & ' ■la :<*§ : ®fa ! S t>> • 'o'© i§H^ 1 ® "tJ TO V r- I JZ. OJU O r2 • 9 _§ P «!3iii ^ c3 C 2.^ © ^ fl _ o f|sl|5«isi? |S-g^a-fSfSil C S3 >>S :|!|i|li!i a ?^s°5-a1sik§£3s^ g|g| fa j»co5 © a 9 fa © o Srtfa ©.gjafa — - fa ^ afa^g-*3^ d faPK.oSn^Odrtrt H^FhWfaccSrtoM O LO CD CD 00 00 OO fifi fcdC bJD .9 .9 2^3 GC CO c3 £ a a © P«2 'g'l cS J ^ 5? O <3 © O +3 pi d © © a a o o (COXlOCGOOCiOCiOSOOOCJOOOOOOOOOOOi © © <3 dfafa •Sfa © o' © 2 X © H X CO w 1-©'^ fl ® g l-DO O !c-! d © rfa fcC fa 5 Cf-4 ■ Pi o«> a ss| !^© U-. ©fa m P-.+2 "a 2 ^ if i Oc©43 © © © ® rt h © d 43 d t> © ©§fa| g*:g'i8,®8(3® rt * §2 ©^ g © ®’faH oPP Sfafa o © © 2 s faHHfa^rtMrt * QrO'O'e^S.PJJ © o g § o >5 P3 go 475 Table III. — Part 2. — Statistics of private normal schools for 1880, CO CO uo CM CO H O CO O CO CM CO •uaqej saurzuSnur pun sxnujnof [uuotjBonpa jo jaqumjq; (20 H • (M 00 CQ • CO CO COl^O O CO • CO rH CO •' CM • rH • Library. •sqjOAi xfeoigoSn -pad jo saxunxoAjo jaqumjq; H • O CM O • O • •COHO • O * • • rH • • o lOO O O O CM — 1 CO CM CM in lO CO CM •jnajf Xooqos jsnx aqj ut asnajouj o H • i o o o o • • • H O O N • • • CM • ’ o !> O O • © - O • o (M o . .in . •+= "a 2 > fI i e , J \< !«h ! c 1 c | i c i e i's 1 £ 1 £ ifc Haven "Normal School . . Evangelical Lutheran Teachers’ Seminary . Normal department of Eureka College . Normal department, of Northern Illinois College c . . . . Northwestern German-English Normal School. . N ormal College . . . Morris Normal and Scientific School . Teachers’ Training School and School of Individual Instruction. Central Normal College . Fort Wayne College, normal department . Elkhart County Normal, Classical and Training School Normal Kindergarten Training School . Central Indiana Normal College and Business Insti¬ tute* Lagrange Normal School* . HNC0^»0C0l>C005OH(NC0^i0C0l> 00 050HN CO STATISTICAL TABLES. „ 1 i i 5 it | s s §2S | ?ls« s © ! ! ! © ; © ; © : p2? § i°° |i| X X X X X X X X cxxxxxxxxx ; x§ xxx X 0 XXX ! x cdC 0 '■xx'St 1 I O X O I x o o t • ; o x o ; ; ; © X © ; x © I j x x x : :< » x ; ; x ! \ 0 ! x If? J o 1 © I O o \ I © X © © ! ! c ; ; © I © © J ! x ! <© ; 1 < =>© ! ! x 1- Ilf I o x X x ©ox ; x ; © © ; ; c X © © ! 0 X I ;* ; 0 ; : < so ; ; x i - ill | X X X X XXX ; x ; x x x ! > X X © ; © x x ! x ; x ; x c =>0 : : : lxx III J X X X X X © X X X X X © X © ; © x ; ; x ; x x < d© ; ; ; ixx III X 0 X X X | x x x x ! | X X X ; © x ; ; x © x ! x x x : : : x : © lx : x x «'<'%'=> J X X X X XXX | X X XXX J X X X : x : : XX X X X X X X X X xxx lx : X X A : -i ; © X 0 X X ; o x © © I ! c © ; © ; x © ; ; x ! x : :< »° ! i ! ! ° : H bi ix° 1 1 1 X X X X XXXXXX XXX I © X X ; © x x \ x J x x x 1 x : xx ; ; x © I X ! x ’:** § 2 isg|s $ i w ! 0-50 50 8 zz 0 §° % : °° i is 3 15, 30 10, 12 37 30 s departm successfu • 00 O lO lO> © © • T* • 100 • ■ 0 i«i?i il 1 1 !l i CO" rJ j igs 1 ! i il • • r- • • ’ooo m i 1 ;! r-r : 3,200 separate rI). ilomas a 38 i 1“ 8 § j js 33 j |8 36 30 24 ^ 8 loSCO-tf r-l ift Tj( ^ M CO r}< m : cf : s i\ J? ; u . > 1 i! Ij! g&; III 51* 1*1 111 m n an 111 Ilf Northern Indiana Normal School and Business Insti¬ tute.* Southern Iowa Normal School and Commercial Insti¬ tute. Eastern Iowa Normal School . Iowa City Academy, normal department . Normal department of Oskaloosa College* . jn ormai department or r-enn college . Whittier College and Normal Institute . Teachers’ Seminary of the German Evangelical Lu¬ theran Synod. Kansas Nor mal College and Business Institute . Kentucky Presbyterian Normal School . JN ormai department or rserea uonege . 1 Normal department of Columbus Collegec . VTiaa^UW IXUlJIJrtl . - - - - . ----- Kentucky Female Orphan School . - . W est Kentucky Normal School, Murray Institute .... Normal department of Straight University . . jreaooay in ormai ociioui 101 v/uiureu otuueuta^ . Peabody Normal Seminary . - . Normal department of Maine Central Institute . Oak Grove Seminary, normal department c . Centenary Biblical Institute, normal department - St. Catherine’s Normal Institute . Training Class tor Kindergarten xeacners/ . Kindergarten Normal Class* . Mr. and Mrs. Hailmann s Training Class for Kinder- gartners. Whitworth College and Normal School . Normal department of Natchez Seminary e . Normal department of La Grange College . JNortnwest jn ormai* . Santee Normal Training School . American Kindergarten Normal School . Normal Kindergarten Class . Normal Training School for Kindergarten Teachers*. Bennett Seminary . Ray’s Normal Institute* . Whitin Normal School . &t. Augusune s in ormai ocuool - . Shaw University* . JN ormai benool . Northwestern Ohio Normal School . Ashland College Normal School . From Report of the Commissioner of Education for 18 For incidentals. Average charge. 31885 8 SSS5883 83§g$£53$L$3355;35SS S8S£§k8S8SS838§£ * ^ Note. — x indicates an affirmative answer; 0 signifies no or none; _ indicates no answer. 478 REPORT OF THE COMMISSIONER OF EDUCATION. ^ CO • 0 0 0 10 CM O ' •soumxoA jo joqamjtt T1 OOO OOO O O CO O O CO 0 • | 0 0 «‘ r> OO • CO rH ^ • r-i • CO* lO O D- O CM O OOOOO OOO 10 CM CM CO X X X X X X X X XO X X O X 00 X X O X XO X X O 00 tr— O CO O Q c- a, © © ,9^ 2 '3 • ^ 9. 9=tS 9: Illa-iilsllilsi ills 11^^1-9 9^0 N Is *28 MfsfSiS |S«| 9.s © if- S'S .. "S hi 9 1:3 ■ -•a-s qB'Z &g S-g 525 .gif'S O ©3 >5! 2'-' ©^jj i 3 3 B. © * © •3 -3 H © Ha? 11 rt c3 o Scd .S'S in 8 'O o .2 © i® g ^ 111 W f. rd Og+i O'H'H .5 > fl'Sfi ‘2rd f-l oo ® -.3 «r a © © w o © 3S||gJ°o . •Sjf &|.S5'«S «S«8Sfcli w ® § ^S-S &< 8 & rtn® o pj-g 3 g p © ®-g §<3 « © © PHH>3o3o£«M * $J-C> U'SttStw; 5 -3 I 1 o •®a -o> fl fe o ®§Jig§£gf! fl~ |f«sssrsa£gg£ £§^3 gS ©<©&.£ !|Ns3|5-9 & I g!^’&'4,a,pOflPSrt s-4r9ll&-2ll aJ$iha4°H “.^Sajfsg! H ^ > M ® r'do^d ci'p^’S H ^ «_( 2t3 3 "d a ‘tag <8 -a 8,35 ^11^1 ill §1* g O go J-g^fcO o"3 •|cc a -®tg go^ t5 *3 0.2 as“3g c-g T a « a ©■§ lli^-lls -ll g^'oH^'S © I •*,MsIg a.3 §&££ gad ^n-ioOOPOt*- “ O O tj_ es - « S §,©£--< | “J © 1=1 S’ . 3 g-gl^ a .2 -3.3 33 3! © 3 o q s «+= 2 ° &m*&arH,i •^.S-g © (D^rt'O o a § cs 6i-+5-3H u o *b 8 l^rH!0 ** 2 -'i a a ^ S SM g£ 3 02 ^ K! ^•®o° o3 j>> l ■_.' '-r*l —d > a ® _ a o * 2 go © »: Ph c3 -i -j.il « «> p-w •saiMllS .| a ® © . . a © s-% 5'_" ° : ^ 3 +=> - © SrH .r-T© P sJ&T^'P1 p3®H -gj O st.'s i a^ — ll^lllllSg l_lc30 fe-o^r^cT- fJitsUU 3 g|p.n I |c| ^Tcl S^’S'o’o - 3^ © 3 O d 2 o o Ofl jr* > •'-, >7 § 2al,3 >-.®P 3 © >,68®" 9^2 _CZ2 m ® © "2 75- '302m 3 « ro, 3 §®L»a §° -2 a 2m ®-^M ® ®H oO'3'cS feJO^bd . 2^-3 © fe=!rt3i_,-3 © 3 § ®-3 ©t3 g Od g > 3 ® 0=3^r3OC:> 3-2 S 3 go'^'sl >oO © 3o :4=^l3 3^3 p| iH^3 3 Mg .g.j g|II!^l|§! Table IV. — Statistics of commercial and business colleges for 1880 ; from replies to inquiries by the United States Bureau of Education. 480 REPORT OF THE COMMISSIONER OF EDUCATION. In evening school. •ojboio^ s 1 O OQ O OO to 15 13 Tf 05 0 HCO O •9IBK CO H O 05 CO Cl Cl 0 • 0 • CO O O d 05 ^ CO 0 co d 0 rH CO •IBjox « H O tH d Cl 0 • to ; u- to to 0 to d 0 H" CO O rH 1 In day school. •OIBUIO^ ▼H O 05 Cl rH t© 05 to d CO 0 to tO rH O d CO 0 ^ d CO •©TO © H 00 00 CO 0 0 0 CO cowooo Cl co d 127 165 b- O b- to CO rH wt> 00 O 00 CO ^ 0 rH CO CO •IBJOX 05 00 WNOOOH CO CO CO C^? T— 0 rH tO rH d CO d CO 0 to 0 rH d b- O b- O to tO CO d 05 O O CC b- O 0 d X* 00 •ejtracoqojTra ojeoqd -npSaipnjoxo ‘sju'ep -14s jo jeqainu jbjox 00 CO t- l CO i— I COHI 1— i CO r— ( * •eioj -onjjsnt 9[Bccroj jo joqnin^ •eiojoiujear jo loqnmj^r 9o ”13 © faj . ow . £ M SJD 9 ® H O & © ©,-H *13 ^do MM o P oO |t"3 P ci >, H M I a >-sri | smh’ S 2 H* is# Sgg gE o h|w •n0IJBZTUB§10 JO 9JB(J 00 00 00 CC 00 OOOiO to b- 00 00 00 00 •jojivqo jo ojV(j fzs OS00 4® 0-2.® m <1 id 2 ’© ’© ^ 9 5 0 p. S'S is 'S'-' Ocf '"'MM g1-3 J s o 0 pi a wH tg ei c3 c3 &wwmw *2 p 3S km 0-2 CJO £ ©.9 p J a C3-P § Ch ° Hom pA^t fcfi Poo •P be be P cS c3 OOO A'rP^P MOO 03 . £ 8^ c^. • ' M Od|o'oJ^|l f; 0S0 o 5 ® ®-P SS'SS O OO MOpj 02 © OS “ §D^ 02 5® . jg’o^ Si® §o'S|)M 0'S ■ be ■ ® pd . o :o - . p p bJO 2 © P < p © P © fir ®pdM P p So <£ ■© ^ o °o g i? © 05 +3 03 ® P O be P p © 2 ©a s p 2 o8?“fa-i •sjSSa^ 8131155 o MajMMM gS* O s 2 a 2 a a .9 a © 2 o o .H.H .jgO^ O o © w -g o H © © © © pA £,© be 'g ©o S3 |o>5 "g-S 00 Soo «P3 _ O O o. © a a^ a g, ® ® O ro '55 05 o p 2 © M p « 0:2 P X M ® . « a .s JdgaS ~&gg MMo i.|o M'S o w o®0# berg oe.9 eS rn © © 3 M.SM 0.9 go »•!« sp % 2 aS ep bp h on o ro Mp3 ftM . bJCO © M Pis'os . o ^ P w R :-S o io +5 © ppd © ® o © 9^p O 2 p © pwp © -© -r-t O 33 2p®^§ l”1pr2 . §^-302 ot>h^ h> to O b- STATISTICAL TABLES. 481 r-1 ' r*i CO ^ 5d NO CO 00 (M G A tors 3 i©-3 2 © rH h«]B e3 so St» fU s •Ht-T cj 15o 3,q o *g 2 S ca 33 ^ PC'? 8*3 : a • : : :J : : • • • F-t • : :w : i : ; : ; :■£ : ■ • » • q * : : 2 • :» : :::[§> : : : : : 2 ■ ; ;W : ; i j ; • ;g ; ' ^ p ! • ^ : : : :fe J : • • • VH • : : : « « : : : : : : : : © ; • © <3 : ?o & • P ^ p 33 ■p © ’C K .hj'aJM p=iCS > 0CC vi* w ^ M to o q rs CC r— Pl !◄§>* 2dpD^ 2Hccd <1 £ to 3 PB o d © . 2o °- ©2 ^ p22 JjtS Nl Ph22 •fo :9 ! © . fcfi p ft .- .. c c © S;g®§ * a ® c4 P Mcc^.SSW^H r - ri^W.«fS£p§H 2^' dd^(= i 2dW 3 a2 2 pj2 cc c* 3 C/? ° © c3 ^S* Ho ^a.g 2 g '. p a a CO C5‘S 3 e3 &o o i * O 2 O CO fc- CO oo oo 03 00 t- to co 00 00 00 §jp M- p ^ to .2 IjS S ©fi a 2^0 © P © ft 2 G>2 r-5 y P = ©'O'P P as s^hh © p R,q l3 © . .*shh . ® X _ -® s ®'§ £/© p-Sli a &p P P 2 J, « Ph rC. 5 -2 « ©2 ® a ©£o m2 2m 222 c8 'p fe o ! & * -p & a a Wco Cr-'OfT •0 © M- ® gtp P £< 3 ?g®g 3PT® p " 5 a t>2C>P « ? I Is O O O o © © tttJC, © © P o Na IS tu ^© tc« rPr© a pp a §§§ ooo fcJO -2 t ijp w © o w.pO — 2 o^, fill © ® P 3 .9 S‘3 | :3 g a r/J Cjj P © -£ tew © iic ■— • © a SP ^ ^ 'P fcJO © 6^^|a rr ” - !» C H ; ©_a ® o 1 o® S'P © ©■ a a o ©O »2- P3 PO CD a _ 7,212 ® ^•“23 a - P p c "C P 5 p x « © cx> 2 2 02co2 3 Wo'SH1«a s 8 p p.22 | ®W a 3 ©o © g5® -Sjsl ills WWO H a 1®^ «|3! p-C 2 P p a S’© Sm p2 B-'S^ M .5 BB -t3 g g« O © © p P< 3 1-5 © a a g is o CPB p ^oofl Sh (V O bfr& LO . o •9UK O O QOOHH 00 CO H1MCOHO CO CM tO CM r-t • 05 •IBJOX 12 05 O OOXHO O CO HCOCOHd T*« tH 05 O lO CM M • tO ! N In day school. •gpraotf 11 O IO CQ - 00 O O ! co • CM •8}U9OT[0.IIia 9JB9T[C[ -npSmpnpx9 ‘sju'ap -njs jo joqiunu jbjox o o o ■ cs O O 0.0 nH CO <■ g © tS Pft dM S3 H © oo.§ dd3 dd^ •UOTJBZXUOS.IO JO 9JBQ 00 00 00 OO 00 00 < 1SOW t- 1 ~ o 00 00 00 M9JJBqO JO 9JB(J :^q ©43", £ £ . 00 C3 ®-o,h-c5T . . g o £ £ fills § ® g ® gi w © © ifi 2 :S 1» o'® © © d -g ;g +? >;d a o ■+■> c+* 6 ®:S <3 0 eg © P^>PP M pq p ppcqpqP |^‘Bo ri © ©3— • :^£S^ , JOO^ ®5o'S gP P3nH pa pa § g a* ®~.s.s 5. s g 33s 3SS s f-a P d W ® § § gpp ^02 02 o 2 © oMa3 Whe® ,. ,23 roro'®-g © •§ ^ P © ®^j» ill! ooal ^3 ® . f ~6 ©^ be-5 ® P ^ es bi ©Ohj © 2.9 © S o s © © ? 21 0 H © >S "olp.s^ So M ® Isisi _® nO-P q £ 8,20 © -gftd >JH g ce >f" STATISTICAL TABLES. 483 :&§2 £Ss5 Sooo 83SS3S § £ §§ ©©©© © o § g ♦From Report of thoCommissioner of Education for 1879. d Branch of the Curtiss Business College at Minneapolis, g This college is associated with Smith’s Academy; a This college is associated with Oak Grove Seminary; e Included in report of scholars in day school. for report, see Table VI. for report, see Table VI. /This college is associated with New Hampton Literary ft Reported with academic department; see Table VI. & Penmanship only. Institution; for report, see Table VI. e Including those in the branch at St. Paul. Table TV. — Statistics of commercial and business colleges for 1880, j-c. — Continued. 484 REPORT OF THE COMMISSIONER OF EDUCATION. •exBtnaj *I«WL '9JBUI9X '9IBR •sjn9nqoau9 aiuoipl -npSuipnpxo ‘s^dap -njs jo-iaqranu pjpx •s.io^ -anj^em 9pui9j jo •saopnxpui 9pra joipqranjj 00 CO O u- o o CM CM O CM t I CM rH t> CO " CO CO O CM I a .2 © H ® m © q* *0,^-0 igg-s a . ® 3 cH .rH © 11-8 . x • 3 ^ ONhj M a |b©£ GO hN 66 3 o fl J S © < «h -a O CO 00 00 CO Ci T •aoi^uziuuScro jo 9jhq; 00 00 00 Ma^xeqo JO 9JHQ r— H lO t> CO 00 00 O CM OO T*« oo oo bfl . . ^pH^a :c if 1 i* :-g "" a f> o o'g ©3’ aoC^O f= ?-* © © a pH 2 .+3 +3 a i O © ® cS • r® O - c3 ce O <3 fl m ^ • CO o to .2 5.2-_3 o|o° •'rB~r© of Of. q q 2 g OS' iso; if fl 0 g 2^ 9 g^s5 2 -2 oA-9-9 ti-S.S ® 25 © 3 a ttp 3 a ^£33ofeoo®!iP5i3tfa .fe-r 3 ©.S1’ a5 fcj),a c3 £rq©©q©©?-lqt>©_j;-.,_, - £ 5 ©^ £►?-* a «.9.2 ^ a © © o oWbr© oO 8| 3§ ^d a £5 A a N P4f^ hFNNOO bb O OO SOaQ HN NPP :o : ^ -*■'© ■■a •fe © ^ bC.2 5-3 oO o © In N«J a 2 o a a® I! a| af o o © : 2 © -*= -3 o’ br a a 3 §Dg A ago ® 83 JJ:P O 2 » P.P.© ® © ©AA.a ©2 a,z2 2 92222m ®-o5 © ©^ ©W ^ ©j» fee. A bb 03 so P o »s a a W 2 a a a a ^a a a a o !.a ce © WPh Hb |o o ® ® a oo -a 2 a •|w a © o t> w.a oa o_g ® © © (0 1 1 © © ii O o NO i cq cc -9< •© «o STATISTICAL TABLES. 485 Table IV. — Statistics of commercial and business colleges for 1880, $'C. — Continued. Note. — The branches taught are indicated by x . 486 REPORT OF THE COMMISSIONER OF EDUCATION. •uotjmj aoj jugp -nja none 6; agauqo jammy CD « o i© • o © m ® ooi«mmoo cc t.- • eo »h » eot'^o^o <6- 'HHH r-t • o i © W '03 O O ** 10 '* to CO qooqoa Sent -U3A9 jo sqjuora jo’aaqumjq • © CQ CO • • © • © ! ^ 00 • © © fH • rH i •aaaA oijatq -oqos ui aqaaA jo aaqnmjq n O (M CO (N (M 0 © © 00 © (M CO lO Tf LO lO CO ^ to CM CM CM © 00 CM © lO H H © o ■jfpnjs jo aaanoo pnj ut sqjnoca jo aoqnmjq « 24 8* 12 40 G-24 8 6 rH © © CM rH rH rH Hi CM H< © © © CM Cl rH CM CM © Yolumes in library. \ico A! jooqoa jaaj oqj ui oscajouj n 75 150 0 ' to , 4 6, 000 •joqumu ayog A\ w £0 © © © • © © © to © • LO to CM © © • r-T CO | 1 to 150 350 10, 000 Branches taught. •AqdnaS9X9X et n X O X i X X X © ; x ; © X X •Aqdeagouoqj M © X 1 X X X © I X X x X X X •eouuanaui 9jiq © n © X X X © X © x x ; X X X ■jfuiouooa iuoijixo j © X X © X X X X X X X ! x x x x ; •Aoq pqoaainaioQ QD dt xxxxxxx xxxx X X X X X XXX •guiquag; tv « X X X X X X xxxx X xxxx XXX •gupfaAang © Ct X © © X X X © © X © ; •soijnnagqj'BUi aaqSijj 5t X X O O X X X X © X X X X X ! x •gutd99q-qoog; rj« « X xxxxxxx xxxxxxx xxxx XXX •Sumnaa; W dt X X X 0 0 X ; ; x x : : : •diqetre anrad dt dt X xxxxxxx xxxxxxx xxxx XXX •90U9pU0dS9ai00 pun qsqgug; oooioioq X xxxxxxx oxxxxxx xxxx XXX •ajuapnja jo oSn eScaaAy © dt t>t>co©©t- HHHCUNH 23 17 tH 00 00 00 CM © © CM © CM Number of students. •qsiucdg uj 0) H © • © © CM CO • CM CO © • I © •qouea^q uj GO H lO • • CO CO rH rH • 1 © © rH o •UBoiagf) ui tv H CM CM • 1-H © • rH • CM © j CO to to © CO • * • © CM CM CM • ^ rH CM © j 1 CO j © •Aqduagouoqd uj l « ! H © lO ■ ^ © to • rH © • tH to • *0 rH CM © © i ° © eg 3 9 O ,-c ‘fl g ® 5 a«o -g •S s-j « © *3 h S g|gl o © o § O Wcc fetS © o if © cC ^5 ®!=l O o 0)0 £ 'r^ o P O ^bD’3 S © I s rX O © H auO St. ^ggia o “of ^ CJD co o^i 3 .3 ’So ■t-H d _ OM © a w c3 © © ' © "2 3 •C( o © : fee . O 2 O ©JEJ ^ ^ pq *. O ©-^ fee© ©sgM oo g©0 ■ ■a'/J=Mtjo©a2a)®'-S© sfs s ° 95 95 $ o P..B ar^ §2 .±2 9 ^ biCP.© fl m ©PS cj © p5 » £3 & fl-Hw O-" fl h W'S'S'1’ © Sooop^±2-9 2'3,-l§®'5S 500 - a « S £^5.3 33 g*S PS +S *3 © 3 © fXc_( PP © >■ .Tj © h°Om!. £7^ o « f-i © d ©PS’ © © KS ©(3-0 ©*0 2 5 §02 ^OOf©MoH ^ccOFHj h> I § ® © © © © © t S 25aa 2 § § !a^cO©9®2©5bJCfae©gM,^p©©©0) 2g0^a®S«S®rflflH YrtS d © © © ! PlS « © O -PSWAhOo fct"r © a ■o'© Oc5 M . 53 oo ©so i STATISTICAL TABLES, 487 g gS8|8S gg i 'OCOOCOM t> o 1 S S5SSS3 SS3 WOOOOO ^.ISO 2 3 b N g°§ ggg$g 8 t §§§ fg§g?| g|p§§| © w S® : 3*33 : Sli t—T ■ © © o © © © Sgg3S33 §2 - - - §0 x j x j ! ! x xo; x ; x : oo x x : x ;: X ; o I ; j o x 0 X 0 ; o o x ! o x ; o x x © : ;:;;xoxo ;x ;; X ; o x ; ; x o l O X X O X X o ! ; o x ! o x xx ; : x ; xoo x® x : x : X o ! x ; x o | O 1 X o xoo : :® xxx ox; :::;xxx® : ■ xx X X X : : : x x : x • j© xxx X XXX xxx xxx xxxxxxxx |x xxx X X ! x x x x X X X X X xxx X XXX xxx XX I XXXXXXXX XX xxx X X o : x x x < X X X X X xxx : x © : ; o x ® X j j j j ix®®® i© j j X ) o : : :® x :® ; : o X X o : : x : X O X xx: x;:;xxx: :: x; ; x : x x x x ; x x ; o xxx X XXX xxx XXX XXXXXXXX ; X xxx X X X X X X X X X X X X X xxx ; x o ; X O X X X X X X X X X X X 0 1 x ! O X 1 X X ; x ; ; ; ! x o X XXX xxx XXX XXXXXXXX XX xxx : x X X X X X X X : x x x x x : x x x ; xxx xxx X X X X X X X X X X X X X X X X X > : x x x x x xxx 00 • t" 19 20 19 rH rH • g • • ■ r2 rH S 3 • ■ rH S C5 O O O tJJ cc 18 23 19 1 rH rH 1 • rH • rH c • i • • o 00 : : : : : : : : : : • O ; ; ; o j° : : rH O O . . o • . o O o ' • i • * i o ' • • • it • o ' ' C5 • CO • • 1 1 1 rH O O . . th : :3 OO • ... • 00 O ‘3X&JL {OOqOS jBtq oqj ui osBoaouj •joqurnu oyog \\ o o lO CO CO CO •jCqdBlSopx I 2 •^qduxoouoqx •oouBjnsui 9jrj *^uiouoo9 ycoijqoj; ■avbj yBioioranioQ •s upping; •Sui^9AJUg •eoijBuigqjBuijgqsijj •Surdaaq-qoog xx xx •SUIAIBIQ •diqsuBinngg; •90U9pU0d&9.I.I09 puB qeiysug; uotutno J) •syugpnys jo 9§b 9#bj9ay Ift .00 CO 05 T»< •qsiundg uj •qouga^q uj •UBia.19-0 uj •i!qdT3J§9[9J uj j ^ j£qdui2ouoqd uj CO o 3«: S'x si be 03 © a O 03 3 © gg31*§B Q cc o g ^ w o ” S3 ©. ©O 3 g +f © 2 § s « *23 1 ^ Pp »4S S.-1 § o J 3 o 3 3 : s 0 c/3 ph> p g | D O pccfflcflpqo STATISTICAL TABLES. 489 Table IV. — Statistics of commercial and business colleges for 1880, ifc. — Continued. 490 REPORT OF THE COMMISSIONER OF EDUCATION. ■uoyjmi joj yuap -njs qoea 04 aS-isqo pmuay 3 O .OOO OO O >000 -O •ee- . $ 00000000 • 0 0 OOC5C-MOO -LO^ • LO ; cm 0 0 O T* Tt< O O iO 0 0 qooqos Say -U9A9 jo sqyaoai jo taqum vp S CO • co 0 cococot>cocMi>cocoaocMt>o CM i 0 (MO •.IB9£ oyjSBy -oqoe at sqoaA jo taqxanjq g O CM T*1 CM T*1 T}1 ^ O O • rH CM CM Cl CM CM CO • CM O t*it* - O ^ O iO rt' O Tji CM O ° CM Cl O lO O Apnjs jo asjnoo yynj at sqjuota jo taqumyr B5 W 0 2 CM ■^OH O O CM O CM r-i ^C^l O CO 0 CM 0 Volumes iu j library. •JB9.£ x00T[08 jsey; aqj uy asea-ioux n rH • « lO • S I I ! •aaqoma Qjoq A\ n n CO • 0 . lO CO • 0 aCOQ .0 000 • 0 1— < Tf s Branches taught. Aqde.iSayop, w O X : :®o© :® 0 •^qdBtSoaoqj « X X X 0 X ; ; x x 0 x 0 X •oouBinsuy 9jyrp ** 1 x : : x x x 0 0 0 ; - X - x X X X X •i!uiouoo9 iBoyyyyoj 1 8 X ! x x x x x •AtBy [ByojaniaioQ I 30 • ^ XXXXX XXX xxxxxxxxxxxxx X X X Sapqaeg; 1 -* 1 x : XX XXX xxxxxxxxx X X -i- X X •SuiiCoAjng i et 1 ox 0 X : ! : : 0 0 0 ; X •eoyjBniaqjBm asqSyjj ! t-> j « x ! 0 - J , X X O X O I X X X •Smdaaq-qoog; l ^ 1 e* J XXXXX XXX xxxxxxxxxxxxxxxxxx •SuijAbjq; w « 1 x x ; 0 | ! ! x T\ X 0 X 0 X * ‘ ”1 j j* I* •dyqsauuiaaj; xxxxxxxxxxx •ooaapuodsaxioo puB qsyySua; noracaoQ •syuapnjs jo 93b oSbjqay •qsyuBdg up •qouoj^ up I "UBTXtlO-Q UJ ! - •^qd'BaSayoj up •£ •AqdBiSouoqd up s a> c bje c£ : o Pi ~ g to P- I o o§fl «£a?^ .5 -5 cQ .q * p- c o M o • r" p, - i-4 r-Z! O O , ^ •iiim j k.' cs p © © rg o,9 iS fl 2 P*a © 3© ' in'fi'Sytdc Q^CC ip-g«6| |Ph 2©j® ja_dq S a >Tq g A © hSO b gV-y^’g ! is2*S"s a |S §1 -3 ol^ sal|s cm cm ci co co 1 O CO OOOCiO- ! CO CO CO CO CO Tji - STATISTICAL TABLES. 491 ® »ft © ® © C> CO 00 lO 00 CO CO x x x x - r_ M&hpO S' © b£© © ’o "© Jn^nJ ? § 5? °oo ©^a^0 g3 ro S S£rX^ ® ,5.>h r/)^-3 0> ^ ^ m T, M .aconajagog^ efo © d S 2 W © jz .5 CO © ‘m g.SW co © 53 *, £ s f,(5'32^r3 § 53 3 m OdonHQjj'Hpj ^ © " I'S-g § _©0>'©:®c_ ©d! o © a o g# o 2 £ Occi-^kOPhmo 2 3 -I -3 c3 "3 © • •3 ^ -2,©r -fj£~ So©© rt -2 &£=) C d © o •g §o^ V rr*. m—4 m P. fccfe.S _ - .3 g S a ^ “ 3 o”»3ia « &D £ cq o ■ ■ - _ o OQ ^ Cj O 3 O g ^ H p] C O ^ ^ oOH . *?1,£ 72' i ^ > ® ^ ® Q, O © © PH § S 2, o © Sl5 p S’ o t: »-i O r ") ® ^ > © j^ci © ■ ^ M © H^OSSdfl'cog .£ g da d o .g to P fcrsg £,272 3 g •§> O N . o 3 . _" -l b o fl £ ^ ©— o ^i'SS ©“©- §M*iWi i §I£-I^13slss t-5 12; 026 q cc Pn S s ft fa © © H SP o ® be d3 © ft- ! © Ac's g3® £m © 23 'o £ -s 22 3<§£«ipq © fl 3« - S P.2 g g b£© > © bl'3 O'SK rtO M h - o © £ © B | g| I -3 o I £ ©'•8>S-?5 pnflpqpqgpqfqflOfifH « Sgo . . . *'rr3 Tl 33^- 5“ p gfi3 j^-es"S-gS) -'So M .2 ^ fc/.r^J M ri - c3 2P 2 OQ 3 s spa s° I g^.a § I u g toi-j 2 © d © © ^pqsqpqM^^WH^ccN W5 — 3 g>j2« ■fi’3 ^0 0 ^ ■ So g*i s © © fc£tc A ® o o .3 g5 o a'SO£j5 © g llNlllIill ° a -".3 “ c 2 a ® ®©n 3§3 ©;g^0 * '© M3c5^j»^ZO"W.®- S£2d-d®^la3b-s©'3 *i-i PJ G "3 a -rH ^ r-H a o r p £ o^ rt* o o S O^H O r-H CJ w o o 492 REPORT OF THE COMMISSIONER OF EDUCATION. * Table V. — Statistics of Kindergarten for 1880; from replies to Name of Kindergarten. Location. When established. Name of conductor. I to 1*3 tn ! ■ ! Pu 02 to Pupils. 02 3 . jgjb Name of Kindergarten. Location. 1 c C Name of conductor. rr, c 42 . E © 03 > Name of Kindergarten. Location. 1 +3 GO o - R 9 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 STATISTICAL TABLES. 503 by the United States Bureau of Education — Continued. Occupations of pupils. II Study of shapes, colors, sounds, natural history, &c., fancy work, singing, and march¬ ing. Weaving, sewing, slat work, peas work, folding, cutting, drawing, intertwining, and 1st, 2d, 3d, 4th, 5th, and 6th gifts. Frobel’s gifts. Kindergarten games, perforating, sewing, drawing, &c. Frobel’s occupations . Those embraced in Frobel’s system. Those embraced in Frobel’s system. Exercises with gifts and other Kindergarten occupations. Exercises with gifts and other Kindergarten occupations. Gift exercises and usual occu¬ pations. Frobel’s system . Usual Kindergarten occupa¬ tions. Modelling, peas work, perforat¬ ing, weaving, sewing, draw¬ ing, and gift lessons. Frobel’s gift occupations, drawing, folding, modelling, &c. Frobel’s gift occupations, drawing, folding, modelling, &c. Those recommended by Frobel Those belonging to Frobel’s system, folding, weaving, &c. Frobel’s occupations . Frobel’s occupations Pricking, sewing, drawin g, weaving, interlacing, fold ing, cutting, peas work, mod¬ elling, &c. Sewing, pricking, drawing, ob¬ ject lessons, games, &c. a Whole number of teachers. Apparatus and appliances. Effect of the system. The usual appliances for the American system. Good. 13 Needles for weaving, perfo¬ rating needles, and other- apparatus used in Frobel’ s system. Frobel’s gifts, small chairs, squared tables, &c. Those given by Frobel . All necessary for Frobel’s occupations. All necessary for Frobel’s occupations. All necessary Kindergarten material and furniture. All necessary Kindergarten material and furniture. Frobel’ s materials . Frobel’s materials . All necessary for the occu¬ pations. Those necessary for the oc¬ cupations. Harmonious development of the mental and physical powers, with a salutar y effect on the moral. Very beneficial. Excellent in every way, strengthening and highly de¬ veloping. Harmonious development of the physical, mental, and moral faculties. Good. Good. Admirable. It trains to habits of attention, of self-control, of action in concert, and of considerate¬ ness towards others. Kindergarten furniture, tab¬ lets, building blocks, clay, &c. Kindergarten furniture, tab¬ lets, building blocks, clay, &c. Those used by Frobel . Those used by Frobel Balls, cubes, angles, squares, sticks, &c. Balls, cubes, angles, squares, sticks, &c. Paper, zephyr worsted, card¬ board, needles, sticks, peas, clay, &c. Square tables, chairs, plates, rings, blackboards, &c. Awakens thought and trains the eye and the mind to be servants of the will. Awakens thought and trains the eye and the mind to be servants of the will. Excellent in every way, strengthening and highly developing. It calls into'play and strength¬ ens every muscle of the child’s body and faculty of his mind. Imparts vigor to mind and body. Imparts vigor to mind and body. The muscles are harmoniously developed, and the child is brought into a sympathy wii h man and nature which early teaches him to think and act for himself. The muscles are harmoniously developed, and the child is brought into a sympathy with man and nature which early teaches him to think and act for himself. b Includes pupils in primary school. 504 REPOET OF THE COMMISSIONER OF EDUCATION. Table Y. — Statistics of Kindergarten for 1880; from replies to Name of Kindergarten. Location. When established. ISTame of conductor. Number of assist¬ ants. Pupils. ! Number of hours taught daily. Number. Between the ages of — 1 2 3 4 5 6 _ 7 8 103 1875 aA 1456 3 dergarten.* (corner Third and . Hurck streets). 104 a2 1066 2i dergarten.* (corner Third and Hurck streets). 105 1880 Miss Georgie M. Keith. 12 3-7 31 dergarten. 106 Private Kindergarten* Nashua, N. H. (corner 1874 Miss Anna Held . 0 16 3-7 3 Main and Temple streets). 107 Mrs. W. Townsend W ykeham Institute. Ford, principal. 108 Kindergarten depart- C arista dt, N. J . 1875 Miss A. Lawrenz . 60 5-6 4—5 ment of public school. 109 Hoboken, N. J. (corner 1873 Mrs. Louise Menzel . . . 30 5-7 5 ivmclergarten oi iMLar- tha Institute.* . Sixth street and Park avenue). 110 Kindergarten of the Hoboken, N. J.(Wash- 1879 Sister Clara Agnes .... 1 35 4-7 5 Academy of the Sa¬ ington street). cred Heart.* 111 Kindergarten of the Hoboken, N. J. (272 1872 Miss Marie Koenitzer 1 12 4-7 5 G erm an, English , and Bloomfield street). and Miss Anna Fis¬ French Academy. cher. 112 Kindergarten of the Hoboken, N. J. (Fifth 1861 Miss L. Luther . 2 40 4-8 5 Hoboken Academy. street corner of Wil¬ low street). 113 Miss M. S. Schmidt’s Hoboken, N. J. (352 1875 Mathilde Schmidt . Kindei garten. Bloomfield street). 114 Frobelscher Kinder- Jersey City, N. J. (Cen¬ 1876 William L. Franken- 1 30 4-7 5 ■ garten. tral avenue, comer hach, president o f Franklin street). German-A meric an School Association. 115 Kindergarten of St. Jersey City, N. J . 1879 Sister Mary Esther. . . 1 40 4-7 5 Aloysius Academy.* 116 Miss Campbell’s Kin¬ Morristown, N. J. 1875 MissE. F. R.Campbell. 2 25 4-7 4 dergarten.* (South street). 117 Beacon Street School Newark, N. J. (10 Bea¬ 1872 Miss Annie Lawrenz . . 2 90 4-7 5 Kindergarten. con street). 118 German- Am eric an Newark, N. J. (19 1871 1 H. von der Heide, di¬ 4 70 3-7 41-5 Kindergarten. Green street). rector. 119 Kindergarten of the Newark, N. J. (College 1878 Elma C. Korb . 2 70 [ 3-7 5 First German Pres¬ Place). byterian School. *From Report of the Commissioner of Education for 1879. STATISTICAL TABLES. 505 inquiries by the United States Bureau of Education — Continued. Occupations of pupils. Apparatus and appliances. 11 12 s.g a £ ££ £ P C3 a 10 Effect of the system. 13 40 Gift exercises and usual occu¬ pations. 40 43 40 44 45 Those given by Erobel . Gift exercises and usual occu¬ pations. The lessons connected with Frobel’s gifts. Block building, games, weav¬ ing, drawing, stick and tab¬ let laying, clay modelling, perforating, &c. Object lessons, calisthenics, and needle work. Erobel’ s occupations, calis¬ thenics, singing, object les¬ sons, and preparatory exer¬ cises for writing, drawing, and reading. The usual Kindergarten occu¬ pations, with elementary branches. Erobel’s occupations . Those given by Erobel Frobel’s gifts and materials . Blocks, tablets, sticks, slates, needles, balls, cylinders, cubes, &c. Erobel’s gifts, squared slates, &c. Usual Kindergarten appli¬ ances, maps, pictures, and counting machines. All of Erobel’s gifts and ma¬ terials. Erobel’s occupations, object lessons, writing, reading, and drawing. 44 All of Erobel’s occupations. . . . Erobel’s gifts Erobel’s apparatus and appli¬ ances. Erobel’s occupations . | Frobel’s apparatus and appli ances. Erobel’ s gifts, box for build¬ ing, tablets, sticks, balls, weaving and perforating needles, materials for bead¬ ing, sewing, &c., low tables and seats, and charts for object lessons. All Erobel’s gifts and mate¬ rials. All of Erobel’ s gifts . Erobel’s occupations, gymnas¬ tic exercises, exercises in memorizing, singing, and ob¬ ject lessons. Erobel’s occupations Building, stick laying, weav¬ ing, embroidering, model¬ ling, cutting and mounting, paper folding, drawing, printing, writing, &c. Singing, counting, marching, gymnastic exercises, work with blocks and bristol board, &c. 'Weaving, sewing, interlacing, drawing, .writing, stick and ring laying, folding, model¬ ling, peas work, paper inter¬ twining, block building, cut¬ ting, pasting, &c. mm . playing, use of cylinder,' cube, and triangle, building, stick and ring laying, weaving, folding, interlacing, embroid¬ ering, straw and paper work, &c. a Whole number of teachers. Low tables and benches, piano, colored silks and worsted, bristol board, and boxes of blocks. Squared tables, slates, and blackboard, worsted balls, sticks, rings, cubes, cylin¬ ders, clay, building blocks, papers, card board, trian¬ gles, and pictures for object teaching. All material necessary for the occupations. Instructs in manners and polite habits, as we 1 as habits of regularity, obedience, an d self-control; and cultivates the imaginative and invent¬ ive powers. Instructs in manners and polite habits, • as well as habits of regularity, obedience, and self-control; and cultivates the imaginative and invent¬ ive powers. Superior as a physical and men¬ tal training. An excellent development of the physical, mental, and moral faculties, and a thorough preparation for elementary classes. Accustoms the child to order and polite behavior, and makes him happy and intelli¬ gent. Beneficial to mind and body. Most beneficial. Superior to other systems for making the child strong and well, and developing rapidly and logically its mental facul¬ ties. Excellent. Most excellent, developing the young intellect, and making happy, healthy children. Engenders correct habits of thought, induces manual skill, and has a tendency to make the child graceful, po¬ lite, self dependent, and eager for knowledge. It strengthens the muscles and makes the child observant and thoughtful. 6 Includes pupils in primary school. 506 REPORT OF THE COMMISSIONER OF EDUCATION. Table Y. — Statistics of Kindergarten for 1880; from replies to 5 CO 1 j Pupils. | 00 ! 3 *• Name of Kindergarten. Location. cl 00 © Name of conductor. § C*—l gj j ^ 1 J © © © o % Is 1 ft 1 2 3 4 5 1 6 7 8 120 Kindergarten of the Twelfth Ward Ger- man-English School. Newark, N. J. (46 Niag¬ ara street). 1874 Miss Mary C. Beyer. . . 0 50 3-7 4 121 St. Peter’s Kindergar¬ ten.* Newark, N. J. (21 Liv¬ ingston street). 1871 Sister Mary Magdalen . 2 120 3-6 i 5 122 American Kindergar¬ ten. Paterson, N. J. (169 Market street). 1876 Miss S. M. Storey . 3 45 4-15 5 123 Erobel’s Kindergarten Albany, N. Y. (Elk street). 1878 Mary C. Peabody . 8 4-7 3 124 Kindergarten( Albany Pemalc Academy.) American Kindergar¬ ten. Albany, N. Y. (Pearl street). Brooklyn, N.Y. (Wash¬ ington avenue). Martha H. Yane _ _ 25 5-9 4 125 1877 Annie W. Allen . 1 20 3-8 3^ 126 Brooklyn Probel Kin¬ dergarten. Brooklyn, N. Y. (210 Clinton street). 1877 Misses Mary and Eliza¬ beth P. Sharpe. 1 30 3-8 3 127 Probel Kindergarten On the Hill. Brooklyn, N. Y. (46 Greene avenue). 1879 Anna I. Beeves . ... _ 3 18 3-8 3J 128 Halsey American Kin¬ dergarten. Brooklyn, N. Y. (180 Halsey street). 1878 Emily A. Tanner . 1 12 3-10 4 129 Kindergarten . Brooklyn, N. Y. (360 State street). 1874 Miss Emily Christian¬ sen. 1 20 3-7 3 s 1 130 Kindergarten of the Brooklyn Children’s Aid Society. Brooklyn, N. Y. (61 Poplar street). 1876 Misses E L. Pitch and M. H. Bobinson. 3 100 3-8 4 131 Lafayette Avenue Kindergarten. Brooklyn, N. Y. (246 Lafayette avenue). 1877 Lena Schroeder _ _ 1 25 3-8 3-31 132 Mrs. B. Goodwin’s Kindergarten. Brooklyn, N. Y. (154 Montague street). 1876 Miss Nicoline Hen- ningsen. 2 25 4-8 4 133 134 Kindergarten _ _ _ Brooklyn, E. D.,N. Y. (591 Lafayette ave¬ nue). Buffalo, N. Y. (284 Del¬ aware avenue). 1879 Miss Minnie Loeb . 16 3-7 3 Jardin des Enfants . . . 1877 Katharine Chester .... 1 38 3-8 3 STATISTICAL TABLES. 507 inquiries by the United States Bureau of Education — Continued. O a a £ 3.3 3 A 9 10 5 50 5 48 5 40 5 36 5 38 Occupations of pupils. Apparatus and appliances. Effect of the system. 11 Object lessons, movement plays, block building, tablet, staff and ring laying, draw¬ ing, perforating, intertwin¬ ing, paper folding, embroider¬ ing, peas work, and model¬ ling. All of Erobel’s occupations. ■Weaving, perforating, em¬ bossing, modelling, writing, printing, calisthenics, stick and ring laying, embroider¬ ing, drawing, pasting, paper folding, &c. Building, drawing, sewing, stick and ring laying, weav¬ ing, &c. 12 All Frobel’s gifts and mate¬ rials. Bings, staffs, cubes, blocks, gymnastic apparatus, and all necessary material. 13 Arouses and strengthens the intellectual faculties and makes the child gentle, obe¬ dient, and thoughtful. Beneficial. Excellent. 5 5 5 5 5 5 5 5 5 5 40 34 38 40 40 40 36 38 35 36 Designing with blocks, weav¬ ing with paper, stick laying, clay modelling, marching, plays, &c. All Fibbers gifts and occu¬ pations, musical exercises, gymnastics, games, &c. Frobel’s gifts, games, gymnas¬ tics, and Kindergarten oc¬ cupations which promote the physical, mental, and moral development of the child. Study of nature from speci¬ mens collected by the chil¬ dren, exercises with balls, weaving, cutting, pasting, perforating, embroidei'ing, block building, modelling, drawing, &c. Fibbers Kindergarten occu¬ pations, learning of alphabet in English and German, and elementary writing lessons. Frobel methods, with Ameri¬ can adaptations, with kitchen, garden work for older scholars, and singing. Mat making, sewing, clay work, pricking, &c. Frobel’s occupations Such as will produce harmoni¬ ous development. Sewing, weaving, paper fold¬ ing, drawing, cutting and pasting, clay modelling, peas work, and parquetry. Those necessary for carry¬ ing out the system. Frobel’s 1st, 2d, 3d, 4th, 5th, 6th, and 7th gifts, squared tables, low chairs, piano, slates, blackboard, cards, paper, books for drawing, &c. Natural history specimens, pictures, color and form charts, balls, blocks, rings, modelling tools, squared tables, and blackboard, &c. All Frobel’ s gifts Materials for weaving, per¬ forating, drawing, stick laying, block building, &c. All the blocks, tablets, sticks, rings, &c., of the Frobel system. Every gift of Frobel . Frobel’s gifts, piano, pict¬ ures of animals, cabinet, mounted birds, tables, &c. V cry pronounced in its develop¬ ment of mind and body. Causes a natural growth of the muscles, develops the mental faculties in their natural or¬ der, and is eminently adapted to the wants of nervous and backward children. Benders the child quick of per¬ ception, strengthens his memory, awakens a love for tbe study of nature and science, teachespolitenessand gentleness, promotes health and physical development. Healthy and natural develop¬ ment in every respect. Secures attention, quickens ob¬ servation, awakens the pow¬ ers of the mind, draws the child to more regular attend¬ ance, and fits him for more persistent effort in the work which follows. Benders the child thoughtful, attentive, and polite, and de¬ velops naturally his reason¬ ing powers. Promotes physical health and strength, develops the sev¬ eral organs of sense, educates the moral nature, performing tbe great work of harmoni¬ ously developing body, mind, and soul. Superior to any other system as a preparation for more advanced classes. Improves the health, quickens the powers of observation, and is especially salutary in its effect on dull and unhappy children. 508 REPORT OF THE COMMISSIONER OF EDUCATION. Table V. — Statistics of Kindergarten for 1880; from replies to Name of Kindergarten. Location. When established. Name of conductor. Number of assist¬ ants. Pu | g o pils. © 1-o -S to M 63 SO (H O it fl 'A 1 2 3 4 5 6 r 8 135 Kindergarten of the College Point, N. Y - 1869 Minnie Brehm . 1 120 3-6 5 Poppenhusen In- stitute. i 136 Harlem Kindergarten . Harlem (New York), N. 1877 Misses Mathilde Beck¬ 1 58 4-9 4 Y. (207 East 117th st.). er and Olga Jacobi. 137 Free Kindergarten of New York, N.Y. (West 1878 Miss Mary L. Yan 4 65 2^-8 3£ the Anthon Memo- 48th street between Wagenen. » rial Church. 6th and 7 th avenues) . 138 Free Kindergarten of New York, N. Y. (1521 1878 Miss Fannie Schwedler 10 100 3-6 6 the United Relief Broadway). AY orks of the Society * for Ethical Culture. 139 Kindergarten . New York, N.Y. (220 1879 Mrs. S. E. Carpenter. . . .... 16 3-7 3 Clinton street) . 1 [ 140 1878 j Miss Sara Magonigle . 15 3-7 3 h Mount Yernon.) 141 Kindergarten . New York, N. Y. (165 1875 Miss Jennie Bolwell. . . 2 25 3-12 4 West 53d street). 142 Kindergarten . New York, N. Y. (24th 1879 Sister John Mary St. 2 15 4-8 1 6 ward) . John. 143 Kindergarten . New York, N. Y. (56 Mrs. Leopold Weil _ _ and 58 West 55th st.). 144 Kindergarten of Mrs. New York, N. Y. (28 1874 Beilina Froehlich . i 32 4-7 4 Froehlich’s School. East 50th street). 145 Kindergarten of the New York, N. Y. (343 1879 | Sister M. Helena . 2 20 3-7 3 Academy of the West 42d street). Holy Cross. 146 Kindergarten of the New York, N. Y. (East 1875 j Sister M. Irene . . 100 2J-6 44 Foundling Asylum. 68th st. and 3d ave.). 147 Kindergarten of the New York, N. Y. (West Miss Sadie E. Acker _ 15 2-7 3 New "York Orphan 73d street and Broad¬ Asylum. way). 148 Kindergarten of the New York, N. Y . Isabelle Parsels, super¬ 32 training department intendent. of Norrn'1 College. 149 Model Kindergarten New York, N. Y. (586 1880 E. von Brioson 20 3-7 i 5 and Training Class 7th ave., bet. 41st and for Young Ladies. 42d streets). 150 Normal Training New York. N. Y. (7 1872 Prof. John Kraus and 5 66 3-10 3J-4 School for Kinder- East 22d street). Mrs. Maria Kraus- gartners, Model Kin¬ Bolte. dergarten and School Garden. * From Report of the Commissioner of Education for 1879. STATISTICAL TABLES. 509 inquiries hj the United States Bureau of Education — Continued. If § & r oj JSJJ If1* 9 Occupations of pupils. Apparatus and appliances. Effect of the system. 11 12 13 39 40 52 32 6 40 5 ! 38 Fibbers occupations and gifts. All usual Kindergarten ina terial. All occupations and gifts be- All usually found in a true longing to the Frobel system. Kindergarten. All the gifts and occupations All necessary material as of a true Kindergarten. given by Frobel. of a true Kindergarten TJsual occupations . . Usual apparatus and appli¬ ances. The gifts as far as the fifth tablet, stick and ring laying, peas work, slat interlacing, paper intertwining, drawing, mat weaving, sewing, and clay work. Frobel’s occupations . Singing, ball games, block building, ring and stick lay¬ ing, pricking, sewing on card board, modelling, painting, drawing, paper cutting and folding. All peculiar to the system . Lessons and occupations of the Frobel system. Pricking, sewing, weaving, modelling, stick laying, pa¬ per folding, and all other oc¬ cupations of the Frobel sys¬ tem. Paper folding and weaving, peas and wire work, draw¬ ing, perforating, embroider¬ ing, modelling in clay and wax, movement plays, gym¬ nastics, and dancing. Stick and ring laying, design¬ ing, dictation on ruled cards, perforating, embroidering, lessons in natural history, Scripture lessons, singing, gymnastics, finger exercises, &c. Frobel’s occupations Frobel’s occupations Very beneficial. Excellent. Beneficial. Very satisfactory. Frobel’s materials. Frobel’s gifts and materials Full sets of gifts, materials Most excellent in every respect, for drawing, &c. Frobel’s gifts, gymnastic ap¬ paratus, piano, plants, &c. Gifts and materials for the occupations, natural histo¬ ry, charts, boards, &c. Six worsted balls, sphere, cubes, and cylinder, wire, peas, cork, paper, slats, clay, and wax. Colored worsted balls, boxes of solids, perforators, cards, worsteds, silks, ruled slates, rings, scissors, tables, and chairs. Frobel’s materials. Frobel’s gifts, seeds, plants, animals, and apparatus for teaching the metric system in the elementary and ad¬ vanced classes. the children evincing superior habits of thought and bright¬ ened intellects. Children trained in the Kinder¬ garten advance more rapidly, and show more power of ob¬ servation and concentration, than older children otherwise trained. Superior to any other system for educating young children, making them healthy and happy, anxious to do well, and eager in the acquisition of knowledge. Develops physically and men¬ tally, and renders the child graceful and polite. Tends to make children gen¬ tle and thoughtful, exercises without overtaxing their men¬ tal faculties, gives unusual dexterity in manual occupa¬ tions, and rightly directs the spiritual nature. Harmonious development. It teaches combination of know¬ ing with doing, exerts a whole¬ some influence in the forma¬ tion of character, engenders a love of nature, inculcates a love of work and a generous regard for others, and makes the child humane in his treat¬ ment of animals. 510 REPORT OF THE COMMISSIONER OF EDUCATION. Table V. — Statistics of Kindergarten for 1880; from replies to ; Hame of Kindergarten. Location. 2 Ct <& g A £ Hame of conductor. § 00 o += a; rt Ja a a> .a a pi £ Between the ages of — Humber of li taught dail 1 2 3 4 5 6 r 8 151 Mrs. Smuller’s Kinder¬ garten." Hew York, H. Y. (2027 5th ave.). 1873 Miss A. M. Smaller _ 2 24 3£-7 3 152 N yack Kindergarten . . Nyack-on-Hudson, H. Y. (41 1st ave.). 1878 Miss Sarah C. Robin¬ son. 1 10 3-12 4 153 Cook’s Collegiate Insti¬ tute Kindergarten. Poughkeepsie, H. Y. (324 Mill street). 1878 Anna Marion Wilson. . 1 16 3-7 3 154 Kindergarten der Ro¬ chester Realschule. Rochester, N. Y. (7 and 9 Mortimer street) . 1872 Hermann Pfaefflin . 2 25 4-7 4* 155 156 Kindergarten of Miss M.Cruttenden’s Sem¬ inary. a Kindergarten, W est’n New York Institu¬ tion for Deaf-Mutes. Rochester, H. Y. (27 H. St. Paul street). Rochester, H. Y . 1878 1879 Miss Meta C. Brown. . . Miss Mary E. Tousey and Miss Lucy W. McGill. 23 3-10 oh 157 Rochester Kindergar¬ ten. Rochester, H. Y . 1880 Misses Margaret Otten and Lisa Max. .... 15 3-7 3£-4 158 The Rochester Kinder¬ garten. Rochester, H.Y. (Christ Church Chapel, East avenue) . 1880 Miss Meta C. Brown. . . 1 50 3-10 3 h 159 Rome Kindergarten. . . Rome, H. Y. (Liberty street). 1877 Miss Mariette Wood .. 2 34 3-11 3 h 160 Kindergarten of the Ossining Institute. Sing Sing, H. Y. (Cro¬ ton avenue). 1878 Miss Sarah E. Hart¬ well. 0 15 3-7 3 161 Cottage Kindergarten, Primary and Inter¬ mediate Classes. Syracuse, H. Y. (74 James street). 1876 Mrs. M. C. Still . 2 44 3-10 3,4 162 Erohel Kindergarten* . Syracuse, H. Y. (115 Cedar street). 1877 Mrs. M. Antoinette Hollister. 0 12 3-7 3 163 Kindergarten of the Home for Destitute Children of Seamen. WestHew Brighton, H. Y. (Staten Island). 1874 Miss C. M. Thompson. . 24 3-7 3 164 West Hew Brighton Charity Kindergar¬ ten. West Hew Brighton, H. Y. (Staten Island). 1880 Miss Mary Boyle . 20 1 3-7 4 * From Report of the Commissioner of Education for 1879. a This Kindergarten was known as the Rochester Kindergarten until J une, 1880, when an indepen- STATISTICAL TABLES. 511 inquiries by the United States Bureau of Education — Continued. Number of school i days in the week. Number of weoks in the year. Occupations of pupils. Apparatus and appliances. Effect of the system. 9 10 11 12 13 5 40 All occupations of Frobel’s system. Frobel’s gifts, Kindergarten tables, benches, black¬ boards, slates, charts, pict¬ ures, piano, plants, &c. Tends to make children active, healthy, and happy; teaches them to be accurate and keen observers, independent in thought, clear in expression, and makes them courteous and unselfish in their conduct to each other. 5 38 "Weaving, sewing, perforating, outlining, drawing, designing, moulding, embossing, pasting, study of pictures illustrative of animal and vegetable life, marching, dancing, gymnas¬ tics, &c. Squared tables and slates, charts, paper for weaving, books, crayons, cardb oard, perforating needles, &c. Children are notably healthy under Kindergarten influence, their perceptions are rendered more acute, powers of mem¬ ory are strengthened, and they are better trained for more ad¬ vanced grades of study. 5 38 Weaving, stick laying, perfo¬ rating, embossing, drawing, modelling, building, design¬ ing, gymnastics, &c. Piano, blackboard, and all the usual appliances. It is a natural development, checking propensity to evil, forming a necessary step from the nursery to the school room, and awakening the imagina¬ tion to the influence of the true, the beautiful, and the good. 5 48 Frobel’s occupations . Frobel’s gifts, pictures, slates, blocks, toy tools, &c. Physical, mental, and moral de¬ velopment. 5 40 All those used in Frobel’s sys¬ tem. All necessary apparatus and appliances. Eminently satisfactory in devel¬ oping physically, mentally, and morally. 5 40 Frobel’s occupations, gymnas¬ tic games, songs, stories, gar¬ den work, &c. Frobel’s gifts, plants, &c. 5 40 All those used in Frobel’s sys¬ tem. All the usual apparatus and appliances. Perfectly satisfactory, and su¬ perior to any other method of training for young children. 5 40 Weaving, designing, model¬ ling, stick laying, paper fold¬ ing, perforating, embroider¬ ing, chain making, block building, drawing, games, and calisthenics. Kindergarten tables and chairs, piano, blackboard, charts, maps, pictures, &c. Satisfactory. 5 40 1st, 2d, 3d, 4th, and 5th gifts, stick and ring laying, slat interlaying, peas and clay work, sewing, perforating, drawing, paper cutting and weaving, games, gymnastics, study of plants, animals, &c. All necessary appliances and apparatus. Imparts strength and grace, cultivates powers of observa¬ tion and attention, develops the inventive faculties, fos¬ ters habits of industry and unselfishness, and is highly prized as a nursery of the institute. 5 40 1st to 11th gifts inclusive, per¬ forating, sewing, mat plait¬ ing, drawing, paper interlac¬ ing, folding and cutting, peas work, and modelling. Kindergarten material, ta¬ bles, chairs, blackboards, &e. Strengthens the body, imparts grace of motion, gives com¬ mand of language, quickens powers of perception and comparison, and carefully nurtures the moral nature. 5 40 1st, 2d, 3d, 4th, 5th, and 6th gifts, weaving, pasting, pricking, sewing, stick laying, model¬ ling, sand work, drawing, &c. Checked tables, blackboard, slates, drawing books, and other modern apparatus. A development of the threefold nature of the child. 5 48 The first five gifts, stick and ring laying, slat work, mat plaiting, perforating, sew¬ ing, paper folding, &c. Frobel’s occupations, gymnas¬ tics, games, songs, stories, garden work, &c. Apparatus and appliances necessary for teaching Frb- bel’s system. Beneficial to mind and body. 5 44 Frobel’s gifts, plants, ani¬ mals, &c. dent, movement was made by its conductor, Miss Meta C. Brown, to which the name of “The Bochester Kindergarten" was given. 512 REPORT OF THE COMMISSIONER OF EDUCATION. Table V. — Statistics of Kindergarten for 1880; from replies to O m GO Pupils. | 1 o >,| 3sTame of Kindergarten. Location. 3 £ OQ © a © Name of conductor. Humber of a ants. Number. © © ° © 3Q £ © p” Number of 1 taught dail 1 2 3 4 5 6 ! 7 8 1G5 Kindergarten (Char¬ lotte Female Insti¬ tute). Kindergarten (Peace Institute). Miss Amelia B. Wight- man. Mrs. Mary Foster, principal. «39 1 166 Ealeigh, N. C . 1 167 St. Mary’s Kindergar¬ ten. Ealeigh, FT. C. (Hills¬ boro’ street). 1879 Kate McKimmon . 2 16 5-10 5 I 168 The Avondale Kinder¬ garten.* Avondale, Ohio (Main avenue). 1879 Ida M. Stevens . 1 18 3-7 3 169 Cincinnati Free Kin¬ dergarten. Cincinnati, Ohio (Front st. and Broadway). 1880 Sallie A. Shawk _ 5 51 3J-6 3 170 171 Kindergarten depart- ment of Miss bourse’s School. Kindergarten of the Cincinnati Orphan Asylum. Seventh Street Kin¬ dergarten. Cincinnati, Ohio (166 West Seventh st.). Cincinnati, Ohio (Sum¬ mit avenue, Mount Auburn) . Cincinnati, Ohio (112 West Seventh st.). 1878 Miss Lizzie Beaman. . . Louisa F. Davis ... _ 2 1 30 3-7 3-7 3 3 172 1876 Helene Goodman . 3 32 3-8 3 173 Brook’s Kindergarten* Cleveland, Ohio (cor¬ ner Prospect and Huntington streets). 1875 Mary E. Garlick _ 1 20 3-7 3 Miss Mary A. Spencer . 5-6 174 Kindergarten in Jew¬ ish Orphan Asylum. Cleveland, Ohio (Woodland avenue). 1880 5-7 175 Miss Whitmore’s Kin¬ dergarten. Cleveland, Ohio (126 Lake street). 1877 Miss S. H. Whitmore . . 10 3-7 3 176 Kindergarten (Home for the Friendless) . * Kindergarten (Insti- t ution for the Blind) . Columbus Ohio 1878 1878 Miss M. H. Boss - - 40 177 Columbus, Ohio _ Miss Mary S. Bedick. . 1 48 6-10 2 178 ! Orange Place Kinder¬ garten. | Toledo, Ohio (corner Orange and Huron streets). 1879 Lily G Lang . 30 3-8 4 179 | Kindergarten of Ohio Central Normal School. Worthington, Ohio. . . . 1876 Mrs. Anna, B O^den. . . 6 180 Erie Academy Kinder- 1 garten.* Erie, Pa. (Ninth st.) .. 1878 Miss Anna B. Kelsey. . 1 35 5- 3i From Beport of the Commissioner of Education for 1879. STATISTICAL TABLES. 513 inquiries by the United States Bureau of Education — Continued. II'jI Occupation of pupils. Apparatus and appliances. Effect of tlie system. 10 11 12 13 40 40 49 38 40 40 40 40 39 Usual occupations, with study of reading, spelling, arithme¬ tic, Sec., according to Kin¬ dergarten methods. Exercises in color and form, collection of specimens of various hinds, reading, writ¬ ing, arithmetic, singing, cal¬ isthenics, &c. Perforating, sewing, drawing, folding, "weaving, cutting, modelling, peas work. Those given hy Frobel, model¬ ling, drawing, peas work, the gifts, mats, sewing, Sec. Erobel’s occupations. All of Erohel’s gifts and occu¬ pations. The usual gifts and occupa¬ tions of Erobel. Gift exercises, drawing, per¬ forating, sewing, weaving, paper folding and cutting, cork work, modelling, games, &c. Pricking, sewing, paper cut¬ ting and folding, weaving, drawing, modelling, &c. Erohel’s occupations . Games, use of geometrical forms, clay modelling, Sec. Pricking, sewing, weaving, folding, cutting, pasting, stick laying, modelling, and the first four gifts. Desks, chairs, charts, & c. All American Kindergarten material, charts, &c. Blocks,, tablets, rings, Sec ... Small chairs and tables, blocks, slates, dishes, and paper materials for the oc¬ cupations. Frobel’s gifts and other nec¬ essary material. Chairs, tables, piano, and other musical instruments. The necessary material for occupations and gift les¬ sons, plants, piano, black¬ board, pictures, small chairs, and low tables. Squared tables, chairs, black¬ boards, & c. All of Erobel’s gifts, slates, pencils, books for preserv¬ ing work, Sec. Erobel’s gifts, squared tables, chairs, blackboard, and piano. Spheres, cubes, and other solid forms, clay, tools for modelling, &c. Chairs, tables, and all neces¬ sary apparatus. , tablet, stick and ring paper folding and Tables, chairs, piano, birds, flowers, pictures, and all usual Kindergarten mate¬ rial. Buildin laying cutting, weaving, pricking, sewing, mounting, peas work, drawing, and model¬ ling. Occupations of the American Kindergarten system. a In primary and Kindergarten department 33 E Very good. Trains the eye and ear and makes the child responsive to whatever is beautiful and true in nature. Promotes physical strength and mental vigor, developing strong characters, in which perseverance, judgment, self- dependence, and conscious power are prominent traits. Harmonious development of the physical, mental, and moral natures. Gives physical, mental, and moral vigor. Excellent in every way. Trains the hand, gives ease in movements of the body, makes the child quick to think, and on the alert for impressions; and imparts to him a knowledge of many com¬ mon things which he could not otherwise gain. Strengthens the body, awakens the powers of the mind, cul¬ tivating especially habits of observation and attention, and promoting harmonious development of the senses. Harmonious development of the threefold nature accord¬ ing to the natural tendencies and capacity of each child. 514 REPORT OF THE COMMISSIONER OF EDUCATION. Table V. — Statistics of Kindergarten for 1880; from replies to 181 182 183 184 183 186 187 188 189 190 191 193 O .2 1.2 i 03 GO Pupils. CD 2 >> Name of Kindergarten. Location. 1 o £ Name of conductor. c3 "o * o « r—t | £ > Name of Kindergarten. Location. rci 2 P o s Name of conductor. Number of a ants. Q a £ Between the ages of — Number of 1 taught dail 1 Q 3 4 5 6 7 8 194 Elizabeth Y. "Webb’s Kindergarten. Philadelphia, Pa. (1115 Callowhill street). 1878 Elizabeth Y. Webb - 0 7 3-7 3 195 Free Kindergarten . . . Philadelphia, Pa. (Fil¬ bert street, above Twentieth street). 1880 Eutk E. Burritt . 1 18 3-5 3 196 Friends’ Kindergarten Philadelphia, Pa. (Fif¬ teenth and Pace streets). 1877 Susan T. Comly . 2 25 3-7 3 197 Kindergarten* . Philadelphia, Pa. (1419 North Seventeenth street). 1878 E. Emma Trego . 0 11 3-7 3 198 Mrs. Van Kirk’s Kin¬ dergarten. Philadelphia, Pa. (1333 Pine street). 1874 Mrs. M. L. Yan Kirk . . 6 40 3-12 3-4 199 "West Chestnut Street Kindergarten. Philadelphia, Pa. (1707 Chestnut street). 1877 Miss A. B. Johnson - 2 38 3^-7 4 200 Pittsburgh Kindergar¬ ten. Pittsburgh, Pa. (36 Sixth street). 1875 Misses- M. M. Wilson and C. B. Morehouse. 35 3-7 3 201 Sewickley Academy Kindergarten. Sewickley, Pa . 1878 John Way, jr., super¬ intendent. 2 25 3-7 3 202 Sharon Hill Kinder¬ garten.* Sharon Hill, Pa . 1879 Miss Ida Y. Hawkins . 1 6 3-7 3 203 Mrs. L. M. B. Mitch¬ ell’s School and Kin¬ dergarten. "West Philadelphia, Pa. (315 North Thirty- fifth street). 1877 Miss Georgiana Mor¬ rison. 1 15 8-7 1 3 204 Locust Street Ameri¬ can Kindergarten. "West Philadelphia, Pa. (4037 Locust street.) 1880 Miss Lucy W urts . 2 17 3-10 3i 205 "West Philadelphia Kindergarten. "West Philadelphia, Pa. (202 South Forty -first street). 1876 Mary J. Eider . 1 30 3-7 4 206 "Wilkes-Barre Kinder¬ garten. Wilkes-Barre, Pa . 1880 Miss Gretta Bevier. . . . 10 3-7 3i .207 Alden Kindergarten . . Providence, It. I. (An- gell street). 1878 Caroline M. N. Alden. . 5 64 3-8 1 4 From Eeport of the Commissioner of Education for 1879. STATISTICAL TABLES. 517 inquiries by the United States Bureau of Education — Continued. Occupations of pupils. Apparatus and appliances. Effect of tlie system. c 0 10 11 12 13 5 5 37 40 Weaving, sewing, drawing, paper folding, clay model¬ ling, pricking, ring laying, physical exercises, singing, &c. All the first principles of Fro- bel’s gifts, occupations, games, and plays. Squared tables, small chairs, olackboard, Frobel’s gifts, pictures, birds, &c. Those necessary for the health and development of body and mind. 5 40 5 35 5 35 5 34 5 35 All the occupations of Frobel’ s system, movement plays, &c. Block building, stick laying, modelling, perforating, em¬ broidering, weaving, inter¬ lacing, drawing, singing, physical exercises, games, plays, &c. Frobel’s occupations . . Weaving, perforating, mould¬ ing, singing, and games. All Frobel’s gifts and occupa¬ tions. Frobel’s gift and occupation materials, plants, tables, chairs, blackboard, &c. Gifts and occupations de¬ signed by Frobel. The usual Kindergarten tables and chairs, with Fro- bel’s gifts. All of Frobel’s gifts, plants, animals, piano, &c. 5 38 Usual Frobel occupations, with Usual Frobel gifts, with much out-door exercise. fountain and exotics. 5 5 36 35 Sewing, weaving, pricking, modelling, drawing, paper cutting and folding, stick laying, and interlacing. Weaving, sewing, drawing, modelling, stick laying, and card pricking. Squared tables, small chairs, balls, cylinder, cubes, ob¬ longs, triangles, squares, Saper, slates’ pencils, nee- les, rings, &c. Frobel’ s gifts . 5 36 5 40 5 40 5 40 Weaving, perforating, emboss¬ ing, singing, stick and ring laying, designing, calisthen¬ ics, games, lessons in color and form, elementary lessons in spelling, reading, wr iting, arithmetic, geography, &c. Frobel’s gift occupations . Frobel’s occupations, gymnas¬ tic games, stories, songs, &c. Weaving, plaiting, sewing, first seven gifts, exercises in num¬ bers, reading and writing from board, pricking, string¬ ing beads, peas work, tablet laying, folding ; and for older children, drawing, wood carving, games, singing, lace making, stories and poetry, gymnastics, sewing, and in¬ struction in French and the common English branches. Kindergarten tables and chairs, piano, blackboard, color and form charts, globe, slates, books, &c. Tables, chairs, blackboard, lobe, minerals, plants, ower cards, &c. Frobel’s gifts, plants, &c. All Frobel’s gifts, and ma¬ terials for the occupations, globes, maps, charts, text books, chairs, tables, black¬ boards, plants, gardens, aquarium, &e. Development of happy, hearty, children, sound both in body and mind. They are edu¬ cated to think, to know, and to act. The effect on the body is to make the child healthy, ac¬ tive, and graceful; on the mind, to make him attentive, quick, and accurate; on the heart, generous, kind, obedi¬ ent, and loving. Harmonious development of the child’s threefold nature. Children obtain intelligent con¬ trol of the muscles of the body and powers of the mind ; their perceptive faculties are awakened, and a desire for knowledge aroused. Very satisfactory. The powers of mind and body are developed; the system especially cultivating habits of close observation and of concentrated and logical thought. Restrains the forward, brines out the diffident, trains the observing faculties, and re¬ presses selfishness and con¬ ceit. Develops healthy activity of body, arouses the interest, quickens the perceptive fac¬ ulties, and teaches the child to think and act for himself. Makes the child observant, self reliant, and eager for knowledge, and is a superior preparation for after educa¬ tional training. Strengthens physically, culti¬ vates the memory, and de¬ velops the reasoning pow¬ ers. Harmonious development of all the powers. 518 REPORT OF THE COMMISSIONER OF EDUCATION. Table V. — Statistics of Kindergarten for 1880 ; from replies to Name of Kindergarten. Location. When established. Name of conductor. Number of assist¬ ants. Pupils. Number of hours taught daily. © r ^ 2 ft Between the ages of — 1 2 :? 4 5 6 7 8 208 Miss Irving, principal 67 ton Orphan House).* 209 1877 Mrs. F.. C. .Tames 12 3-7 3 Ladies’ School).* 210 American Kindergar- Lynchburg, Ya. 1876 Miss Jannet Cleland . . 1 15 4-10 4 ten. (Church street). 211 Misses L e a c h e and 3-8 3 Wood Seminary). Wood, principals. 212 1 40 213 1879 Clara Muehlberg . 30 3-7 5 Frauenvereins. street). 214 40 215 Kindergarten of the Milwaukee, Wis. (637 1874 Miss A. Jeschka . 1 45 3-7 4 German and English Broadway). Academy. 216 Mrs. Dr. Max Doerf- Milwaukee, Wis. (s. w. Mrs. Therese Doerf- 0 8 3-7 3 fling’s Kindergar¬ cor. Grand avenue fling. ten. and Twen,ty- fifth street). 217 Milwaukee English Milwaukee, Wis. (687 1874 Mrs. C. H. Clarke . 1 20 4-8 4 Kindergarten. Cass street). 218 Milwaukee Kinder¬ Milwaukee, Wis. Miss L. Pinckney . 19 3-7 3 garten. (Tenth street). 219 Milwaukee Normal Milwaukee, Wis. (cor. 1880 Miss Nellie Fisher .... 5 70 4-7 3 School Kindergar¬ Seventh and Prairie ten. streets). 220 South Side Kindergar¬ Milwaukee, Wis. 1873 Sophia Holzhaeuser. . . 3 70 3-7 4 ten. (Greenbush street). 221 Kindergarten depart¬ Oshkosh, Wis . 1880 Laura Fisher . . 2 30 3-7 3 ment, State Normal School. 222 Kindergarten . _ 8th filmy cran YY is 1 40 223 Kindergarten . Watertown Wis 1 40 224 Georgetown Kinder¬ O-finro-fitown D. O 1878 garten. a 225 Kindergarten (Indus¬ Georgetown D. C . 1880 Mary E. Hatch _ 1 25 4-8 3 h trial Home School). 226 Bethany Free Kinder¬ Washington, D. C _ 1880 Emma L. Graves . 1 50 2-6 garten. 227 Capitol Hill Kinder¬ Washington, D. C. (22 1877 Cornelia F. Boy den - 2 35 3-8 3-4 garten. Third street s. e.). 228 Frobel Institute and Washington, D. C. 1875 Misses Susie Pollock 2 40 : 3|-10 3 h Kindergarten. (1127 Thirteenth st. n. w.). and Catherine Noerr. 1 * From Report of the Commissioner of Education for 1879. STATISTICAL TABLES. 519 inquiries by the United States Bureau of Education — Continued. Il l . 0^3 , O ^ |S|j! Ill-9 Occupations of pupils. Apparatus and appliances. Effect of the system. 10 11 12 13 5 28 5 39 6 j 42 "5" J42 6 52 5 40 5 38 5 22 5 40 5 38 5 40 5 40 5 40 5 40 Singing, playing, block build¬ ing, stick and ring laying, drawing, clay modelling, peas work, sewing, weav¬ ing, and other useful Kinder¬ garten occupations. Weaving, chain making, block building, clay modelling, and other occupations of the American system. The usual occupations, with singing and calisthenic ex¬ ercises. Frobel’s gifts and occupations, exercises and games. Usual Frobel occupations Building, tablet and ring lay¬ ing, sewing, perforating, drawing, weaving, folding, peas work, interlacing, cut¬ ting and pasting, and all of Erobel’s gifts. All of Frobel’s occupations . . . All taught in the Frobel sys¬ tem. Work with Frobel’s gifts and occupation material, Kin¬ dergarten games, singing, lunch, and practice with musical instruments. Erobel’s occupations, games, and plays. All of Fibbel’s occupations... Gift exercises, weaving, sew¬ ing, peas work, clay model¬ ling, stick laying, perforat¬ ing, singing, and calisthenics. Weaving, sewing, block build¬ ing, stick, tablet, and ring laying, paper folding, peas work, modelling, and draw¬ ing. Weaving, perforating, peas work, 3d and 4th gifts, tablet and ring laying, paper fold¬ ing, sewing, &o. All the usual Frobel gifts and occupations. Usual Kindergarten occupa¬ tions. Nine gifts and all material necessary for the occupa¬ tions. Twenty gifts, mineral spec¬ imens, charts, pictures, and all other necessary material. All necessary articles for Kindergarten instruction. Frobel’s gifts and materials for the occupations, tables and chairs. Frobel’s first six gifts . All Kindergarten apparatus and appliances. All the gifts, blackboard, piano, and rubber balls. Complete set of Frobel’s gifts and occupatipn mate¬ rial, tables, chairs, plates, mugs, piano, &c. Blocks, tables, staffs, mate¬ rials for weaving and drawing, cardboard, &c. All the gifts and materials necessary for the occupa¬ tions and a piano. Gifts, maps, charts, pictures, blackboard, squared ta¬ bles, and dumb bells. Piano, blackboards, globes, numeral frames, and all the usual appliances. Everything necessary for thorough training in the system. It forms the necessary link be¬ tween the nursery and the school, developing the organs of the body, unfolding and strengthening the powers of the mind, and carefully nurt¬ uring the moral nature. Superior to any other system for the training of little chil¬ dren. Culture of the physical, men¬ tal, and moral natures. Development of healthy, hearty children, sound both in body and mind. Very satisfactory. Uniform and gradual develop¬ ment of all the physical, men¬ tal, and moral faculties. Harmonious development of the thre -fold nature. All that is claimed by the warmest advocates of the Kindergarten. Develops the mind, and makes the child obedient, industri¬ ous, and punctual. Hot in existence long enough to afford clear results. Trains the child to be system¬ atic, thoughtful of others, and self dependent, stimu¬ lates his inventive faculties, and makes him eager in the acquisition of knowledge. Creates a love for knowledge, an aptness in observing, and develops the reasoning pow¬ ers. W onderful ; changing in a short time those who have never known rule or guidance to orderly children. Children are stronger and more healthy under its influence, and the mental development keeps pace with the physical. Decidedly advantageous. a Suspended in 1880 ; to be resumed in 1881. 520 REPORT OF THE COMMISSIONER OF EDUCATION. Table V. — Statistics of Kindergarten for 1880; from replies to © GO OQ GO Pupils, j 00 pH 2i^ Name of Kindergarten. Location. ci c n o © £ Name of conductor. ci u a o c3 r© 'A S 3 'A Between the ages of — if S cc £ 1 2 3 4 5 6 7 8 229 Iowa Circle Graded School and Kinder¬ garten.* Washington, D. C. (936 P street n. w.). 1879 Dora N. Brown . 2 60 4-16 3-5 230 Kindergarten . Washington, D. C. (807 H street n. e.)'. 1879 Mrs. S. A. Cavis . 1 20 4-12 4 231 Metropolitan Semina¬ ry and Kindergarten. Washington, D. C. (800 Eighteenth street, n. w.). 1876 B. C. Graves . (a) (a) CO 232 National Kindergar¬ ten and Primary School. Washington, D. C. (929 Eighth street.) L 1874 Mrs. Louise Pollock . . 2 24 3J-13 3,5 Kindergarten from which no Name and location. Name and location. Kindergarten in the Institution for the Deaf and Dumb, Berkeley, Cal. Zeitska’s Institute Kindergarten, San Francisco, Cal. Kindergarten, Bridgeport, Conn. (287 Myrtle ave¬ nue). Kindergarten, Chicago, Dl. (27 Aldine Square). Kindergarten, Chicago, Ill. (2302 S. Park avenue). Kindergarten, Chicago, 111. (62 Langley avenue). Miss Nellie C. Alexander’s Kindergarten, Chicago, Ill. Kindergarten, Boone, Iowa. Kindergarten of the Louisville Female Seminary, Louisville, Ky. Miss Mary Barton’s Kindergarten, Louisville, Ky. Mt. Vernon Institute Kindergarten, Baltimore, Md. Kindergarten, Boston, Mass. (West Chester Park). Kindergarten, Boston, Mass. (28 Mt. Yernon street) . Kindergarten of the Boston Orphan Asylum, Bos¬ ton, Mass. South End Kindergarten, Boston, Mass. Dunster Street Kindergarten, Cambridge, Mass. Free Kindergarten, Cambridge, Mass. (Concord avenue). Kindergarten (Miss Hutchinson), Cambridge, Mass. Straw Charity Kindergarten, Cambridge, Mass. Kindergarten, Canton, Mass. Private Kindergarten, Gloucester, Mass. Kindergarten, Jamaica Plain. Mass. Frobel Kindergarten, North Cambridge, Mass. Kindergarten of Norwood Hall, St. Paul, Minn. Kindergarten, St. Charles, Mo. Ames A. M. and P. M. Kindergarten, St. Louis, Mo. Carroll A. M. and P. M. Kindergarten, St. Louis, Mo. Charless A. M. and P. M. Kindergarten, St. Louis, Mo. Clay P. M. Kindergarten. St. Louis, Mo. Clinton A. M. and P. M. Kindergarten, St. Louis, Mo. Hamilton P. M. Kindergarten, St. Louis, Mo. Irving A. M. and P. M. Kindergarten, St. Louis, Mo!" Jackson A. M. and P. M. Kindergarten, St. Louis, Mo. Jetferson A. M. and P. M. Kindergarten, St. Louis, Mo. Lafayette A. M. and P. M. Kindergarten, St. Louis, Mo. Lincoln A. M. and P. M. Kindergarten, St. Louis. Mo. Madison A. M. and P. M. Kindergarten, St. Louis, Mo. Maramec A. M. Kindergarten, St. Louis, Mo. O’Fallon A. M. and P. M. Kindergarten, St. Louis, Mo. * From Keport of the Commissioner of Education for 1879. STATISTICAL TABLES. 521 inquiries by the United States Bureau of Education — Continued. o J c13 -z? CO £ © o-a c CO S ^ Humber of weeks 1 in tbe year. Occnpations of pupils. Apparatus and appliances. Effect of the system. © 10 11 12 13 5 40 Lessons on tbe first eleven gifts, with perforating, sew¬ ing, drawing, weaving, paper twisting and folding, peas work, and modelling, games, marching, and gymnastics. 1st, 2d, 3d, 4th, 5th, and 6th gifts, tables, chairs, slates, tablets, rings, and all ma¬ terials necessary for the occupations. Sympathetic and harmonious development of body, mind, and soul, forming a healthy basis for higher training. 5 38 Object lessons, plays, games, songs, and elementary in¬ struction. Frobel’s gifts . Develops the muscular system, improves the health, quickens the perception, and arouses the mind to activity. 40 All Kindergarten gifts and oc¬ cupations. Material for the different gifts and occupations, squared tables, black¬ board, slates, dumb bells, wands, globes, maps, pict¬ ures, &e. It appeals at once to the mental and moral faculties of the child, making him familiar with the forms of usefulness and beauty around him and cultivating in him a desire to investigate and create the same. 5 40 Building, weaving, interlacing, stick laying, drawing, paper folding and cutting, sewing, modelling, pricking, singing, marching, playing games, Ac. Balls, blocks, cubes, cylin¬ der, tablets, parquetry pa¬ pers, ruled slates, tables, blackboard, Prang’s nat¬ ural history cards, garden, plants, piano, &c. Improved physical and nervous condition, habits of attention, observation, and thoughtful¬ ness, of sociability, kindness, and cheerfulness ; it is also a superior preparation for sub¬ sequent mathematical train¬ ing. information has been received. Name and location. Hame and location. Rock Spring A. M. and P. M. Kindergarten, St. Louis, Mo. Stoddard A. M. and P. M. Kindergarten, St. Louis, Mo. Blow A. M. and P. M. Kindergarten, South St. Louis, Mo. Miss Alston’s Kindergarten, Hewark, H. J. Columbian Kindergarten, Brooklyn, H. Y. (203 Clinton avenue).* Kindergarten of Lockwood’s New Academy, Brooklyn, H. Y. MissCoraE. Mattice’s Kindergarten, Buffalo, H.Y. Kindergarten of Glen’s Falls Academy, Glen’s Falls, H. Y. Miss Jaudon’s Kindergarten, Hew York, H. Y. Kindergarten in St. Stephen’s Church Home, Hew York, H. Y. Kindergarten of Moeller Institute, Hew York, H.Y. Kindergarten of Mrs. Frederic Jonson’s School, Hew York, H. Y. Kindergarten of the German- American School of the nineteenth Ward, Hew York, H. Y. Hursery and Child’s Hospital Kindergarten, West Hew Brighton (Staten Island), H. Y. Kindergarten, Pittsboro’, H. C. Kindergarten, Warrenton, H. C. The Mt. Auburn Kindergarten, Cincinnati, Ohio. East Cleveland Kindergarten, Cleveland, Ohio. Kindergarten (Cleveland- Academy), Cleveland, Ohio. Kindergarten (Cleveland Female Seminary), Cleveland, Ohio. Kindergarten in Miss Mittleberger’s School, Cleveland, Ohio. Kindergarten (Miss M. H. Ross), Columbus, Ohio. Kindergarten of Trinity School, Toledo, Ohio. Kindergarten (Miss K. P. Sharps), Germantown, Pa. Kindergarten (Miss Bromall), Media, Pa. Miss Fannie M. Schleigh’s Kindergarten, Phila¬ delphia, Pa. Kindergarten (Miss Anna Longstreth), Philadel¬ phia. Pa. Kindergarten (Miss Lizzie W. Hunt), Philadelphia, Pa. Kindergarten (Miss Lizzie Revere) Philadelphia, Pa. Mt. Vernon Kindergarten, Philadelphia, Pa. St. Agnes Kindergarten, Philadelphia, Pa. WestChester Fio bel Kindergarten, West Chester, Pa. Williamston Female College Kindergarten, Will- iamston, S. C. Kindergarten (Hashville Academy), Hashville, Tenn. Kindergarten der Hordwest Seite, Milwaukee, Wis. Washington Collegiate Institute Kindergarten, Washington, D. C. « a Reported in Table YI. 522 REPORT OF THE COMMISSIONER OF EDUCATION. Table Y. — Memoranda. Name. Location. Remarks. Model Kindergarten . Kindergarten (Miss Emilie Kahle) . Eree Public Kindergarten . Oakwood Kindergarten . Kindergarten (Miss Gila) . Kindergarten of German and English Acad¬ emy. Kindergarten . . Is ormal School Kindergarten . Lasell Seminary Kindergarten . Cushman School Charity Kindergarten . Kindergarten of "Waltham New Church School. Kindergarten (Stella A. Morehouse) . Englewood Kindergarten . Montclair Kindergarten . . Berkeley, Cal . Los Angeles, Cal . San Francisco, Cal. (Silver street). Chicago, 111. (34 Oak- wood boulevard). Indianapolis, Ind - Louisville, Ky . . Removed to San Francisco. Closed. See Silver Street Kindergarten ; identical. Removed; not found. Closed. Closed. Ellsworth, Me . Baltimore, Md . Auburndale, Mass .... Boston, Mass . Waltham, Mass . Lansing, Mich... . Englewood House, N. J Montclair, N. J . Not in existence. Closed June, 1880. No Kindergarten work done in 1880. Name changed to Parmenter Street Kindergarten. Merely a modification of the old- fashioned infant school. Opened in 1880 and held for two months only; conductor re¬ moved to Arizona. Closed. Destroyed by fire in February, St. Barnabas Day Nursery Kindergarten - Kindergarten (English and Technical School). Kindergarten (Miss Spencer) . Prospect Street and Olivet Chapel Kinder¬ garten. New York, N. Y . Cincinnati, Ohio _ _ Cleveland, Ohio (Woodland avenue). Cleveland, Ohio . 1880. Not in existence. Not found. See Kindergarten in Jewish Or¬ phan Asylum. Closed. Kindergarten of Mansfield Normal College . Miss Lily G. Lang’s Kindergarten . Mansfield, Ohio. Toledo, Ohio Meadville Kindergarten . . . Frobel Kindergarten . . . . Parish Kindergarten of the Church of the Epiphany. Kindergarten . Kindergarten (Virginia S. Staples) . Kindergarten (Miss Gertrude Hall) . Kindergarten (Julia Hess) . . Meadville, Pa . Philadelphia, Pa. (626 North Fortieth st.). Philadelphia,' Pa . Reading, Pa . Portsmouth, Ya . Washington, D. C. (1704 Fourteenth st. ) , Washington, D. C. (Mt. Pleasant). Closed. See Orange Place Kindergarten; identical. Not in existence. Closed. Closed. Closed. Only a primary school. Removed; not found. Closed. Table VI. — Statistics of institutions for secondary instruction for 1880; from replies to inquiries by the United States Bureau of Education. STATISTICAL TABLES. 523 Number of students. •xbo.£ oiraopuoB jsbj jo osop oouis poqos ogijuops poxojug; 2 | . CO • • • 0 • . ■ 0 CO •x«oA otoxapeoB jsut jo osop oouis oSopoo poxojua; 5 1 • • • HO 03 lO • H 40 0 03 •oSopoo Ul osxnoo otqjuoros xoj SurxBdaxj - : : :° :° : : : : 0 •oSoipo ui osxnoo x'boissbxo xoj Suix'Bdoxj 3 | ■ 0 • <® • • • • Tt< lO •soSbuSubx uxopoui uj H 0(N T* CO rH 40 • t— •osxnoo qspSu^ uj 2 1 10(0 05 00 lO CO HHCO^ O CM * O 0 O CO LO t> 0 co 0 r- CO CO rH Tf Tf< 05 •oxbuio^ H | O O rH t- CO t* lO r* 03 H C3 l> 03 CO CO 40 40 0 0 0 CO 0 ^ 0 Tji CO rH Til • O • 40 05 0005 00 t> O r- rH CO T* CO CM r-i CM — * O rH 03 r> L- 0 rH rH 100040004001MH OCJCOOHOiOCOH’O) •sxopnx}sni oxeuio^ G (0 WNMH lO 03 ^ (M • Or-l(NN jrHlN •sxojonxjsui oxcjy b NOriH CO rH O j 3 . I J. F. Rives, sr., president - 1875 1 Pev. W. E. Paxton, A. M . •uotj'bziu'bSxo jo qjbq; H £CIi2,dt£ jho«o.h 00 -h 0 rft <35 m co co C- CO 10 10 t - t< t~ CO t— t'OOI>lOt'NN 00000000 co 00 00 00 ao 00 00 00 00 co 00 00 HHnH HHHH iH HHHHrtrtH Hh 05 GO CO •xojxbiio jo e^Q M . 1876 . 0 . 1851 . 1856 . 1877 . 0 1870 5 0 tH 0 - O L- C£ D CO 00 0 ) 0 , co 0 CO • 00 l> • 00 00 CO CO co rH • 40 ! a a & <£ S A ti niy S'® P c4 « fcrdos ' ■ e s” £® ® o - HHoo m 03P -a x^d -sji? |*sl -5 H « 2 q *r^ *,h <1 m o.S rd10-^ b f. x 2 M btrd W d^pd . x ® i*2® g-2 g | | is*s|l POPP ci :«« S ® ’P ■geo ,'m cc-d : m d.bi :2 AXW •* SoW Sfg'&S^woP Efl.-g •gwl^s®!! ©■§ T/) r» -P* KH -us cd r7< /-i Ct aj 0 ^ hr ^A c» - “ o»%ai aii.g.^'i - 3 -g s«a p 1 , „ M OJtf,g o®55“$ ®1 <#iaS!lafrf •tlljlllsfllllf OH From Report of the Commissioner of Education for 1879. a Sox not reported. Table VI. — Statistics of institutions for secondary instruction for 1880, « fc. — Continued. 524 REPORT OF THE COMMISSIONER OF EDUCATION. Number of students. •xb9.£ oiuiapBOB jsbj jo osop ] 90uis potps oijijuops pa.ia;ug; * O | • J | • • CM rH *00 • HO • •jboA otragpuDB jsbi 1 *, 1 ® jo asop 9ouis oSaipo paiayua; h : : •> O • l© 4=M °c.®a^ w o ? ^ £© edcSl ^ yH A) CD ^ (DOS *223 > S *3.2-3 o g §£656!z;§CmS o * r© © o 15® H72 33 a a l^i© p i««i 1 - , _ M O © © 'O hr ££9* af^ .'Si pfr ®£ O c<3 r* 0>- o W^lOOt^OOOOHMM r* lD O CQ CMCMCMCMCMCMCMCOCOCOCO COCO CO coco 1874 | Bro. Gonebcrn . I E. C STATISTICAL TABLES. 525 LO M O O CO t- in I > .gfl" S-Sdr^ S|”l 'g |*6l 021-561-3 'O g : cz xn - . ^ ^ rj cj . P lal O ©.O mS! «S3f> ‘f? ^ * |S| A S 6 6 S 3 ■CO(MfOfMOt-t-lO 00 00 00 00 00 ^ ^ o ci 6s C>3^o. -H * o 8 --§.2 aO^a ?o loo ©6 a 06 © o' 2 O ® — ~ -- *v Slslij?^ - ®3 S §0 o P o' o' 2 SafflPlg-SSfi” _fctg^ogg®'§1ao r^ag^aapjapia ci <3 ^ « oi M ci ci ci mm mm mmm p a a p o o g! Ife o^-ig ■§»< O©, ShS 30 2g< - - ~ J ci ©'£ p Q6H6 66 sta: ©^.opw^^d °°gog^|cg ifSsPig-g-. OO 4S -I-JO ^ .S res o w © ® 9 © 3 g -jn S ,0 '-'.o 6 © fctbC^^ S-S P ©^ roroa.2^3©©'£3'£qr5~ 'CS3oSh (-, w®3 CD a.3g >» 6600ACJCJOW 663^ a d a o Jl°, go°.§) 'Ellw g'6 © o a^a a |§§ § g^slsl 6 6 6 o a g C3 0 a s H aa =3 02 ® M 1 lJlP ^4-^0 ^ 'P O la^ a^ o a O P6H<1 13 ii © =3 „ m^_ ^ a . g* 6 'o.S >a " O -O aa y*a © © o H.gWMco © a 9 ho • ©.2 a o .40 ’ © a ra a sp H © r3 ?t»H ( M,^.ao®g ®^$1 ® rt<1 a g-g.S s S « S J o a, © a aa o^ HO © dj® ® R ETpH^^-g 6 O cc66^ 6 sia ■§ >?p ® a ® .26 © o t> 00 o Prom Eeport of the Commissioner of Education for 1879. a See report of preparatory department of University of Denver, Table IX. b These statistics are for 1S79. Table VI. — Statistics of institutions for secondary instruction for 1880, cfc. — Continued. 526 REPORT OF THE COMMISSIONER OF EDUCATION. \reo£ oinropBOB jsbx jo osop | qc 90uis xooqoe opijugios pgjgjng; | ^ ■jboA oioiapBOB jsBX JO 8gpp 99UIS 939X100 pO-ia^tlg •9S9p00 UI gs.inoo ogijagios joj SaiJBdajj •9§9XX09 UI 9Sjao9 XBJTseBxo joj 'SatJBdg.xj •saSenSaBX ujaponi uj CO to •>* o •9SXQ09 X'BOTSSBXO UJ •0I^K O O O O Th CM w>x O O O O ^ CO c 1C O CO CM CO •sjojoiujsui a^aiad ■ lO CM i O i - M9jjei[0 jo 9jBd CM lO lO P- co co a s fl fl o O ^Qfl fl © _r © u fl 1 ftft3 £ £ 2 P P o 666 § 1 i IJJJ § § § § °o^o . °OOQO aS’g a ©'oil "2 12 "2 "2 3.2 <5 s £ fe y|, , •s t$! 66 Phcqoqmmcqmm §|- ® 9 •4J fH bf. fl _flfl2 -fl P li c! O HflfiS g A A S o ©O |oort- >s© . . _ MO a® .72 1 g J3 tC g -A * ft P t^jO P -flftco o^so O © ©ft'oj® “ IS ^1 «-s^g © cb'd'P-fl^ -fl ta o =?^ 2 ft ; 'p • w : © • © a ft .■fl : t>2© ‘q2 ci U ft 5 Om 1 &SJWS 25 s ® 'tt ^ fcf « © 5 COC+h rS Q CO g-S | fl^M p ^ -a o © . r/J ps © 'M 05 ^ ofls-g P fl feS 2f S SS UJ i? P 0 fi +3 w 3ftccft OJ02 fl'^ P © INS slfa P o ,S ftS O :<1 fl >sbi3 a c- ©ftSZ3 q§® >s ■ * © ©I i 05 O H CM OOQQOJ Del . I 1872 I 1873 I R. H. Skinner, A. M . I M. E STATISTICAL TABLES. 527 i OOO ! ; rH ^ © • • © | © • © • © © ° ;H • - OOO rH CM S°^o 00 tO H CO • rH • 65 I C5 1CH © U5h CO NHcqo© © Tji © © O rH CM © ©tOH tO lO O © © © CD CO M CO CO H H rH CM © (M CO CO © CO © © Hi tO Hi © : © 00 tH © rH C • CO© CD • to© tXM | >00 © © 00 CD H — • tO © H ih (M tO - © © lOH*©tOr-!©2. 2^H -3 0 osH^ S1SI s -3 £ r© & • p © : ri S? © ’ ©r © - s?P3«« §2*^321? 13^H«i|| sfcSb^'P^- PS pppp^ J ^ -,0 cS rwp r© « ^OHsl-jWPP ,03 © © _ : a a ®^o -.§■§0 a «g T 1 — 1 § SoqW^Noj J§.-h ■r • • pp o ^ a *S?S £t-^©> dft 5fi.g i£ ggjiSW,2£ S'g.s^ ^©(3 IhsS ^ g a a © ^§pq|J®qP co Ph P N P H P iM O CO ‘O 00 tH © t— IH CO OC 00 TO CO 00 00 O CM t> rt^ t> 00 CO oo CM CO 00 00 O0NO > rH « t> 00 00 00 GO • CO 00 CO 00 CO 00 © tO CM mt^o 00 00 00 -top pill plill iTa II Sa-gfil gQ |AP '3 3ao idM P #1 °§ © £ >©3 : jp .p m- ®-i©c3re.KcT®©^HtLT sJbbb^Js^f-l h -r * © >' :o _roC3GGFS-J*^cS't^+-)cct». o^r9fl'S'S'fl2r^©^^rs4o a §>.2 S-sd i® S Sb ^H^-sH-sHpqpPiqpqpqpqpq ppp JS.2 ©b^ b b cf tf © <3 ^b c^- bj2fl-j2 0l|g Isgj i© © ci c3 oooo c8 c3 eg P SS3®aj4>£ |'||I|.S?| 3 a.'©. ~ 03 QC 30 4-3 .7^.77 JJ* fl ^ © © ^ © © g-S cs3©©©©)©©3 00000000 H ►»(?>— 6|l lb § a 111* ■p^^© •-aSfl© 2 £5 : © ■•2 *■ © t!'! :ph :-i :1 :1 ii it il^i i !§■&! : :&S| •>: © © •© ■ . © g . ■ .q©CQ f© © • ■ >.®©_rj cirp © • 5^3 cSfcn .©ca-iSt^diSo.©" •©£* 2©^^W © ©©’o 3 So ©"^‘33,2 © ci • rH r- O U > O r— H C CO ^ ^ C-< *~1 -ua ©£©-§fc-3'§'£! taQEtjCCc«t)M2£ri . © >5© S © © bC ©3 © Jo <1o © S S«3 O l|.sl .IS3 5 ©© © g 3 t> SSrt'H -1 ® 3 0^^<1 fat© ®.S i t! ©SP^ £ 3 cS H( caa3’-H e3 cS H. OPOH OOP J © ©co co p a htp g © •S i-3 11 ja PI tim s2© S ©a lljsl p-ppop * From tbe Report of the Commissioner of Education for 1879. a Sex not reported. b These statistics are for 1879. Table VI. — Statistics of institutions for secondary instruction for 1880, $-c. — Continued. 528 KEPORT OF THE COMMISSIONER OF EDUCATION. o 03 cm o 3 go a UB9-£ OTtnapBOB JSB[ JO osop earns xoo'qos ogijuaios pajejug; 18 • • -OOrH • • O O O CS O ;0 \reaA oitnapBOB jsbi jo esop 9om8 eSaqoo paiajug 17 5 OO • O O O • 'ONH • O * o •9S9XX00 in 98ITLOO oijtjaeps joj StrtjBdajj o •OH *00 (M - 0 0)OOWHt>OOlOOOOO (MlOOOOO • O CD « OMMt>OHiOOOOiOOO H^OOCUMiMOCO ■^CDOOOCM^t^OOtJi ^lOOOO^OIn •SIOJOnjJBUI OJBUIOjI 1 « : : : OHNHOO j jrH 'CO • • CQ j ■Bjopnjjstrt ops^; 1 ^ H(MN e e HHtJ1(N(NHWHH(NH HHH • tM CO CO CO : s e •uoijBttraiOTiap snoiSipxj » Non-sect Non-sect Non-sect Non-sect Baptist . Non-sect Non-sect Non-sect Baptist . Non-sect Non-sect Non-sect Meth... "© © © !ZJ © . eft ft% Principal. B5 James J. Slade . Miss n A TTjitisaU J ) 1 ! U i| >ci j< y i 1 s s i | Jolin H. Covin . . . John F. Cheney . M. A. McNulty . It. It. Wright . Jesse A. HolLzclaw . William P. Bradford . S. E. Jones . John C. Cochran . P. A. Jessup . Thomas C. Carlton . Mrs. Louise S. Jones . John M. Collnm . Itev. Samuel W. Newell . T. N. Rhodes . . Miss S. S. Kingsbery . Win S Raji/Uas a P c a; 3 Z. ) \i ^ § : y. :i Leonidas Jones . Rev. C. B. La Hatte . •uoijbziucSjo jo 9jbq ^ 1866 CO iOOOOHOOOOOtH C5 OC lO O »o .coooi>t^c^^»or^coLO> iocot>o CO . CO CO CO CO GO CO CO CO CO GO 00 CO CO 00 O • CO • CO • •jojJBqo jo ojbq; M | O ■ 1 1 • CO • 00 ZD o <=> <=> : :<=> :® ;000& C+J c3 cj c3 *000 % £ £ £ g © © © ai a a a o © o o OOOO cS <3 VK a <3 d 111 o s s g-g-g^ i.9.9 OOOOflflflflBHH ajj >£> o“ A'l'S ^ r Oo e h agd.^.g (>st2 9.9 aaaciaoSa ;w : © : 9s :1 £§§>§ o’ a ©^ n ©'gg o g <2 ©^ * © p,2g 2 ISvS r© mp -® S © & §1 13 a g gr^ ^ “00 0*0 ifiOQO O . to ; . © . •aa • • o • :o*‘ : ©3 • S'43'o 1 © Is o , *- S_,w © o © s g r-i co o g g 5 a rial a © © S -Erco <4 ’g^g.^ £ o o'? oH o <2 Ss^h £ 3 £ £^40 a g © g's.s uOWoQP _c3 . a’bii 2 © III! Jm'&joS ^asi tW cS1^ © o © a ■+* +J flOHH B4J © © g gas .9 . .^1 :| ®® ©^ a a s© 'S gg a © ©-g © s ® - “cob-p’3 H H ©M >:a ggggl^gj +3 © P-l r? a © ,.-> r[ [t[ s © 4 5 o+»-s*2 a' sl2uj cj b cs O H d Tji Tf rj< ■**< Tt -^< Tji i© 1© lOlOlOLOlOiaiOU) STATISTICAL TABLES. 529 OCOOHCOOCOW05 O O 10 O O O • O CM ‘ 00 lO CO CM O O 'OOiOt^COCMOOt>-OiO< 10 *CO(N»-iC05lMO)04HCQ I O 0 10 00 1C ..CM CO • 00 CM i ' o O l> o o o OWOOOOOI > O CO CO TH < CO t> lO O CM CO O ' OOOOOO04J o O O © O O . - ^ X X X X X 0002. in .go|§g§§gggU ; S’® © I p ^ 3 §•§ WP cl.pi a a pi Po o o o i| I ' <1. |rS is :g :7-S§ •^§®§2'5^JJ I’g.sJ.Sf Ph ^ © a ® © afo 7 ® '5 'g © * • SO P * ® O .®§<<3lo^rSr2Sc3£®p-y©3 pqWo • c/2 . SapP^opJP'C^t^PS^ p<1> P o o3 •2 “:h i||r § : P ^ 33 ^ P ^ O W hi > :« ®P >oOrf •HOP fi-g-S “ ’-r P§ll §W3 *3J.-s s 8^«Jh ll^ouj Bj PPp<| o &JQ : •o?9° ©3 >,^4 .P''.. " tit OiOCQO»CO(MOO)!OiO t>c^iocoor^t-c^00t> ooxxoocoooooxcocooo 'COOO^OiC • co x ^ i> a i> . 00 00 CO oo CO CO CCOCOHOW0 L— O iO t> N I> O CO 00 CO 00 CO CO CO • c3 :*.rS °.0JII§ 3 H "3 N » S 3 fe -® OOPPP3 ■ *2 =3 j, <2 sd ■ * ;d ■ Oj-fifl 2 S rfo o o a — > c3 CJO C3 C3 r© - - . PP6: •c ® g jc'+o a^aflfl^sp IJ^ilf f|jsga c3 e8 0(5 . c3 c3P cS a 93 3 U 0 M.M ®P ^ j 3© aSnojcjcSsjcjcjS cjPn o o o S S P ^iOPPPPP 3 § J3 a a 3 § o O O d 6%ss$s |1f £S?S ~ © To § o © .9 .2 c3 O ®*S pag pSP-PB O 3 3 Pc3 _0-d afscs 2.2 §>< c3 oTPO Vcocmoc^co»ohccco • Hi lO CO O CO •ex-Btag^ 13 ICOOOIO^ CO CO CO tH lO C3 t> 03 C3 • CO to O I>» 05 (M CO (MiOHCOl> CviOO^OrHCOrHrtilO 'COH^CMt> CMiOO • o v-"0 CO O H CO HOCMCMrjl CM CO rf CO CM CM H co m CC 00 . 00 CO ^H^HHHH ‘ °° 2 S S 1849 1873 1859 1859 •aojxeqo jo 9jc(j w CO 1 ! H CO i I CO C5 ! CO IOa a i i • • 03 03 *00 — . ^ CO ° ° . . CO CO ° ° . .coco '2°°° G5 • O .in® CO « CO 00 tH > ri H Location. eS e *c c •s s zc Sumach, Ga . Summerville. Ga . Sylvania, Ga . Talbotton, Ga . Tazewell, Ga . Thomastotn, Ga . Thomson, Ga . . . Thomson, Ga . . . . Trickum, Ga . . Union Point, Ga . Walthourville, Ga . Warrenton, Ga . Washington, Ga . Washington. Ga . Way Cross, Ga . W est Point, Ga . White Plains, Ga . W oodville. Ga _ Addison, Ill . Aledo, HI . Aurora, HI . Belleville, Ill . Name. Stilesboro’ Institute . Sumach Seminary . 1 Summerville Academy . . . Sylvania Academy . Collinsworth Institute and Levert College. Tazewell High School . Thomaston High School . . . . Thomson High School . Thomson School for Boys and Girls* Fulton High School . . Union Point High School* . W althourville Academy . Warrenton Academy . Washington Female Seminary.... Washington Male Academy ...... Way Cross High School . Bethel Academy . Dawson Institute . Philomath Institute . German Evangelical Lutheran School. Aledo Academy . Jennings Seminary . Institute of the Immaculate Con¬ ception.* OOOOHN CC^iCCDb-OOOiOHlMfO^iOCOh* 00 05 0 OOHHH HHHHHHH(N(NIN(M(N(N(N(N CM (N CO 1874 I . I Sister St. Marcelli] STATISTICAL TABLES. 531 o © o o o • C* 00 o © o M M iD CO M CM CO M • 00 rji *C0 tXM M • rH 'rt< Tf • M M ! O CO (M O LO O I> O O O I CO CO lO o HH • • • "S • « "o ‘ :-p ; ; -R3 : : ©= : .-p-« • ; - j -5 • . : : : o : | § : ' m ‘ ~ra ‘ ; © © S I ! © . . © O CO ; : © ©73 ; ©ft ©-S'©; : : : do|a ■ § 1 6 i a ; "ft : oo a Pi H £ ;0 © 2 Jo a .© 2 .© .© % d ; ; Pi’ P o R :R R P5 :R : P : P^PR £ P-4 (riIjIrr h2 : *©..© be © p w> “ g,gs 2 ©RH H CO . ^ © H © © a §5 I fee m © <5 O ® rt .02 • ■S.S| 0.2 2 .2 «i > ^ §-■ d g.® « >5.2 ®_t aft J-2 t b®« © oEm 2 apw 52fPPft> w © q ' ®.m a a 2 2cc © H 2 § a . a ° .2 « P m.Q © p'-g p © 02 >d^3>£|a2a O • . »fH (£, P O e * Cg Pi <1 hi . a © © 1 O Pi P ^ d IjJSgpa ft^SI ftfpS^p •S'o-S m oS® o^.2^^'o.2 hs <102 3 EH >3 02 . fee.9 << ’ © © P O 'ft 7^.2 © "be O d H c_j ^ rH p fl tis^h > o © pn pi m © feX! ^ P ft fee ft-9 P f^P © © CJJ C - m , o CO . o o 1 00 00 • rH rH 1871 1869 1872 O.O. T* i 00 1 00 • 00 * rH • rH • 1874 1880 1867 1888 1865 • » i i iO . . CD i i 00 CO X* 1863 tH ■ CO 00 rH . HH • t>- CD tH • 00 ■ CO 00 00 i rH -HHH • 1852 . t- to . • iOH . . oo oo • 1 tH rH * • r- o • o rH O 1 CO 00 t> » H’1 l>* CO t> CO cc o ! • 00 '| i ; o H’ L- * O 00 00 * 00 !>■ CO 'COCOCO 00 00 • 00 00 00 . L- CD . 00 00 O CD 00 CD l>- t>- CD s * 00 00 00 CO ^ i . lO • 1 . 00 . . HH Ith HH | TH H H . tH rH tH rH rH rH * Ith : : > o © 2ft-a-pp 2 ®S®r©00®S -B Pi Pi OH t-5 # coo R O 05 ■>» LO 00 00 O 05 m 00 00 -© 0 «8 ©■ co a :® a iftSqp p-feel j 2 8.2 > a la r© IOqO © o © ^ slcl*£ >-©2o © la la-0 oo aft L $< o fc*ft ©Rft J | |-s oPPP 'J 'R_1r:3 ^a~|JIJ g2f2ao§ Cl *>r© y>« a A a © §tS3 .fee '3 wp o <£ fee MfcCP 2 a a kS-B a S O ;0 -R ■ p* ft of I eSM^ ■ g ©fee rl« la^fl !raM a © i| s> •r» £ -H O S ® ^ O'd h © p. c3 <3 <02 £ C^+^LTti* Ph Ph Gto oj ^ p ^a 2^1 © ,§.3© 8 B °^3 o'p ^ -gjS tP ^^,3 Or© ©'rt FiPPPQPPOPiM ©5 >• If !§ >5 I >-.•< a a ©a • ©”© § h ^ rt rJl c3 © §*.9 iPn.2 9 © OB'© © Q ©"c 2 ®§lcl ti O ^ -4-3 “ ce o-^o R030P bi . a§ fce-aaa «§ b •a a a S . © © « • 03 te<< p o a b ii °.fc >52 a^ I® C co ^ cC ft! ©iO "aB ^ 2 0.2 fea®*5 >,^.2 2^1 |:2q§.g^§§g© £'E.2 1 1 |.a ©^ a © +3 § 2 !® o^£ooa Sqrh >ir2’© o p a a gOl © © C-i ft! Iris !l "i 03 ®^1 - M’S,© a •21a gfaq 2 a^O a © 2o a s s o^i « FaRP a b 03 03 3 3 .2 © -2^ •a p to © . m£* np p © cR -p ft cit© :f. co a ft ©! ■O '6-2° « 'eg ® ft "© S0 Rs © >5 >5 B'S “-' ,2 ^3 £>5© P R a © a p ©-^io © * ■2 ^ 5 a 5p £-Tl% §1^ -•02 ©ft a a Rh I'Ss^ls O HO® a © 2 a o ©.2 © Hat r ® a s ■s © ® *1 ppF> r r?lg|||-s| • a oo2 a a be • ©©RartOBfl . . a § 2m1h §r . IjgAR « o-g tea ©• ®t a 2 2 2T7 0 O r ~ i^'S'S.S-3 S«5, HojppSajpQ^O MM M M MM 00C5OH CO rq 'Tf rf MMMM MWi«iOOt> Tt< Tj^ rt< Ti Tf ^ M M M M M M (3000 rH tji Ti o io M M M M CO i* LO O t- CO C3 O H MC5 t+i lOOt> lO LO 1.0 lO lO 1C lO O CO CO 'O O CO CO MMMMMMM MMMMMMMM From Eeport of the Commissioner of Education for 1879. a Sex not reported. & These statistics are for the year 1879. Table VI. — Statistics of institutions for secondary instruction for 1880, rf CM o • ^ O » rH •asjuoo qsixSajx uj 1 a CO CO O O CO 00 O CO H CM C^I rH CM CM x a O 0 0*0 CO X X - CO ^ -aXBiuad 1 s CO rH CO 1—1 tOOOOO to CO O ^ £> t- HHH CM Qf oot CO ifltOrHO CO CO ■aPM 1 S C9 : to O rH 1C • O CM CO CO CM i-H rH X CO X CO o o to O O CO to to CO CO •l^jox 1 85 O O T— i cc o o rH i-H O O O CO iOCOOOCOCC C-CMXt* L- Ci 00 o a CO CM CM rH CMCMrHrH > CO to o CO O O rH O CO OOCMtXM t- CM •saojoujjsui ejBuiad I GO Tt1 CO tO H CO -- CM j rH CM CM : ^ •sjojorujsui | * j CM CM rH rH rH rH CM •uoijBuiTuouap snopTpjj 05 05 n rs a s3 ; 05 « ; © © 3.. > >P Hi . © ■ ■ be p :3 oHi p ® ^ 7* *> fp *S S 32^ .© j 'S^O Q.1 sS>3 2s= o| < © - W) t-i 1®° © cT «M ©SR O >3 ° apqKl'o^ go- .^Og -2 ^ ©fe: :E3 d a#? s r-l /S . © © s-ebus >+= a eg p © 05 O “ •* * I s & =5 w tf E tioijbziub3.io jo opet H< iH © <53 «>5 OOtDrt OO 00 OO a? 00 ao 00 00 ooooooooc • J9JIBTJO jo 9jBF«l«HM MMMOO >5 •o :a o ■ r=3^, - © o C3 CO o * £ ©^ SOS ® O'"® S’ CO'S ,3 © J . .a o t> -R ^ © , W2 ° £ Mja., ; rd ; S , o ;W I a 3.8 PluHls?!'! 5 g| g ®.b gMgg^ ©^h t> l> l>* 3 I : M M : >5 : rf p'.^ M pp 6 VA Wfc • g . I ■ : ■ ^ooS^^^HOoSo^lbsS 2 O flV HH„Hi.OO O ©Mm - rT ~rC ^ 2 1 iff £ §lli!3oo g~ || *!•§ § ja 2,23 ^.gla i i li so g § | £ pp->° p £ c _ I— I += P _r P te .3 p o 3 © f II P P 43 ^ ® o Sm p p £ if o o brfl r.3P o,=3 p.2 * PM p » P -M to p-n > O g’sSS 5ogp§ ^©M MS p~ 3f> £ si-g'p a p p jgo a p P pS >2 p p.« ©« till ® ®'®«3 P Sp Pt> ! 2 o s i^jzH 1 -p © & ® 5 2 ^ 2 Q a :?§SSll&S-s?a ' 2. S^jg Sf p £ S *3 ifirajSSfiSSlSoo p | m p' fc is p p ps o a^ ®s ® © <\ fcc a? p > ,E« "a P'S ® 3® PhO :w a ip © . p si! POO ^ ^5 -a ^ o >;,o ® aiP oi « pi hhN p p SI rpM ►j’S-S g» a a a^ 83 S.q £ 3 P p 5 £ a >> 5 © cQ b|)3 o © ao s. . ©)0 S-SS^bM?,!!] Pin l-S g|>. C S O C5 O o co o> e> o> o o o o o O O O O O -H ; . ... C4 CM OQ ca C^j d C^l CO CO CO CO CO CO CO CO CO CO CO CO CO CO O t> CO C5 CO CO CO CO * From Report of the Commissioner of Education for 1879. & Includes 60 normal students reported in Table III. d Sex not reported, a These statistics are for the year 1879. c School suspended; these statistics are for 1879. Table VI. — Statistics of institutions for secondary instruction for 1880, — Continued. - — - - - - — rr — Number of students. REPORT OF THE C •real oimopBDB jsbx jo 9sop 90uts [ooqos ojjtjuoios parojug OMM X rt ISS HONER OF ED . . • . O | O UCA O t: I( >N. CO •aeaA OITUdpBOB JSB[ jo osop 9ouis 9Saj[oo porajug h H • r~i N JH H O © • 00 © 03 •9S9J[00 UI oemoo opijuoios joj StruBdarg «o H : : : ° © 03 ! ° * m rH •oSajpo ui osjuoo XBOissBp joj Snijudajg 1$ tH • • tr» 1 CO • o • • • 1 © 03 . o I • CO • © CO •saSBuSuBj uaaponi up lH II O'O • © • I I I Hi oo >o l> rH 03 • © 03 00 03 • 03 rH CO 03 •asjcnoo xboissb^o up M H 0 8 LI OT »n C3 rH © © © CO • © • O rH m •asinoo qsixSug uj ** H • lO in • H* • O •IP- CO • m • 03 © oo o © IO © © t> © • © © t>- © • rH rH • m •9XBuiag H H CO O NCOH lO O ZD m rH CO CO © © 00 rH © rH • © t- © © IT. m COHi03tr- • CO © ZD 03 i > i ■ ■ m ! ^ •9XBK © H 00 >0 00 Cl CO m rH m 03 HH(M l> © © • • . © • o © • © co • • • h« ■ h< • ie?0X ei OHIO iO m rH O rH OWt> CO m t>j H< O OO-^Or-IOOe-O® lO IO CO t* C- Ttl t- C- ® 50 Nt- •sjopnjjsui oxBuieg X CO CO CO CIH.*0 O • rH 03 00 CO tH I 03 03 © m © rH • rH •SJOpUIJSUt 9[BJ\[ h H CO j CO rH * iO CO • 03 03 03 •uoryeuiniouap snoiSn^H a Non-sect Non-sect Baptist . Presb . . . Non-sect Non-sect R.C . R.C . Non-sect Non-sect Christian ■R.C Non-sect Pre^b . . . Non-sect E-C . Non-sect Baptist. . P. E . Principal. < rcJ £ b h W. H. Campbell! . Miss M. M. Porter . Rev. James P. Hendrick - Mrs. Mary T. Runyan . William Edgar Plumley, A. M Sister Yincentia . Rt. Rev. B. M. Benedict, abbot. Hon. C. W. Tbrelkeld, sec’y- - C. W. Mattkis and James E. Wight. j e 1 1 1 i 1 i s 1 : ■j : £ h > a c H. B. McClellan, A. M . ” ‘ W. L. Threlkeld . Mother Dafrosa Smith . ! c il Ih - -j u J Norman Robinson, A. M . Miss Belle S. Peers . W. N. and A. L. McDonald. . ■uo|jbziub3.io jo ajc(j 1 0I>0 © © rH O rH Ot^- OCOOHH^OOOt> m 03 O © h- -H tH m lH Hi COC3t^iCNCOCOt>*0 ZD 00 CO CO 00 00 CO 00 oo co oo oooooooooooooooooo oooo HHH HHH rH rH rH H rH rH rH rH rH rH rH rH rH rH H •JQJJUIJO JO 9JB(J M 1860 1877 1862 0 1871 }» 1868 1868 0 1860 1831 rH • © m • co oo • oo © © 00 © 00 Location. « N % 1 s- e c Columbus, Ky . Eminence, Ky . Flemingsburg, Ky . Frankfort, Ky . . Frankfort, Ky . Frankfort, Ky . Frankfort, Kv . Gethsemane/Ky . TTflr-r-iohnfff T Trr b jw £ sS « Y> ^ 1 1W tr P N u ; £ T. , ^ \£ il 1SZ 1 if Si ; J I : Lexington, Ky . Lexington, Ky . Loretto, Ky-. . B_4 > > n a. 3 = 2 C -IP +3 an § « ■ > cS p i.S g.z 1 Srg = ) C W H | Louisville! Ky . | 1 cJ fc 1 H •k i t: c c *< t c 'c t c £ Columbus College* . Eminence Male and Female Semi¬ nary.* Kalamont High School . Greenwood Female Seminary..... Kentucky Eclectic Institute . St. Aloysius Academy . St. Joseph’s Academy . United Schools of the Abbey of Gethsemani for Roys. U a a b i © p ? Pi .2 © -1, 3 be .2 >W c > f. 0 ) a J ^ ) § i > i'cc >c ,e i ^ : ^ i| ;-a ! I Sti Sayre Female Institute . Threlkeld Select School . Loretto Academy* . German and English Academy. . . . Holyoke Academy* . . . J Louisville Rugby School . OH(N ©© H CQ W rMO CO t> 00 O) OH CO CO CO CO CO CO CO CO CO CO rH hH hH ^ T* ^ Hi mm CO CO CO CO co co CO CO CO COCO CO CO CO CO CO CO CO CO CO coco 852 | Preparatory School for Girls . I Louisville, Ky. (66Breck-| . ] 1874 STATISTICAL TABLES. 535 O i : : i :0r^ : : ■ ■ i ■ o • • • j • ^ : o •HH4HON • ' • • • lO • tii i o 35 1>H4 O • • • * t>- rH CO • • tO ' • • CO CO 'to • CM | rH CM • tO P- • i CM • o tH T* IN <0 to CO t>- to • • *00 • to 00 o • O • 05 tO • t CM O CO 05 rH • 05 t- t>- rH CO 15 C>4!NO(MOtOHlO I> H H d HHHH CM CO to 05 t>- i ° O H< O 120 4HMNH0W040 (M^rHOatOCOCOCOl^tO rH H O CM t- 4>OH O CM rH CM O to CO T9 CO CM 05 O CO CO CO 41 co to 00 co 60 r> o o • to o to o 05 o o so *— i to oo a 4COQ • W4(MOCO-4iO ^ CQ ^(M 05 tO • O 03 CM O to co 0 65 • 05 rH O 00 CM H « tO CM 05 lO tO 65 . CO 4 100^0000100 • rH O 00 CO CO to CQ rH O tO CM b- CO CO H cq to CO to CO to to b- ^ OtOH O rH CM rH CM O CM O "40100 80 65 CO CM CO O rH CO CO 05 to O CM 1 O O » CM 1 rH rH 1 CM rH (N^IMWCO jr-HMrH^lMCO j CO j ' CM tH CM NH(MH(NWHH(N . w ®k! oirt? |s w g j ® >>>> 3 3 000401000 LOOOt^4MOiO oot>ooaooocoaooo CJ (M t> 00 CO 00 00 00 00 00 00 00 00 CO CO H< CO 00 00 rH rH 1851 g >? ©M S g >=M ® p^asfilfgigssa * >5 >S • Ld M »>a _ -Wfe © -"S Pi fceg > 5:2 £-3H &II Hf>F «sH § ^ .S- .C3 c3 3s . Hi ©J © H - :o.sa° x.ntti ■gf-gi-iSS' o1^o^os5 o ©■pi S iS « a ©" a?1--1 ©''-' p H ® P 5 s £ ft ^ ft ft H^MWOO ; be ; © • pp • o :o : a . © k. 1C5 H v- ^ • _LZ) O ‘ UJ •S’S g S 3 "3 ph II _ h ® &© g §3 1 JS H W g cj © +2 TV 'w' © >-s llllpisall^a ^||,p|'||||5lll & . ii JSw 'a P2 © K :§S S' © Sj •3 -S' g©aa |(« g ho3 g-§w ©^ © h^ J h3 <0 ci 3 <3 fl S.fc^oQ-SW^pi d q Ph la Ij 5 3 ^ s iifj| O Hi ^ l O t> CO O O H CQ W 4 >C O MClOlfltOOOOOOOO >COCOCOCOCOOtCQ? COCOCOCO CO 050H CO CO CO CO C0400N CO O O rH t— 00 00 COCOCOCOCO CO CO CO CO CO 4 IO O N 00 C X X CO CO CO CO CO CO Prom Report of the Commissioner of Education for 1879. a No school for this year except the free term of five months. b These statistics are for 1879. Table VI. — Statistics of institutions for secondary instruction for 1880, fc. — Continued. 536 REPORT OF THE COMMISSIONER OF EDUCATION. Number of students. "xealL onuapeon jsbj jo osop aouis potps ogrpaps poaajug; 18 ; ; rH O CM j SOWOH • • o •auoA otuiapeoe jsb| jo asop aoufe anagoo parajug £ ' j rH O • O O CM O rH • • • • rH ... •a3agoa ur asanoa paissep joj Sur.ieda.i10 ' 00 to O to CO 00 • • • CM rH • 1 •9SJU09 poiss^p UJ « • O m cm oo CM rH CM O • 1 0 O O H • • • • • rH CO • • • •asanoa gsgSug; uj 2 l lO O 00 CO co is to to CM T* • r- o 05 o CM • o I • GO ^ rH 00 rH > tO • . . CO •apruad H | O • 00 o o o TjH • O CM CO CO o to to CM 'lOWHOOtOO (M •tOCO tO rH CO CM tO •9PK 2 1 O to HOW lO CM l> CO lO CO >o O t- CO •OC5HOFOO « ■OHCOOHOCO • • rH CM •F^ox © ; O lO 05 O CM CO 05 CM CCOH O ia«5oo«Hwoi>ino TTniv ... Non-sect Non-sect Non- sect Cong ... Non-sect Non-sect Non-sect Cong . . . Non-sect Non-sect Non-sect Non-sect Non -sect Friends . R. C .... Principal. O : : -« « : | 2 : i 2 £- £ £ M * 5 5 p- G& . £ I H | ^ H £ A. j. Whitney . Rev. Alrnon W. Burr, A. M .. Rev. D. H. Sherman, A. M. . . James Otis Bradbury, chair¬ man board instruction. W. G. Lord . E. D. Pratt . G. M. Thurlow, A. M . Hamlin F. Eaton, A. M _ _ _ _ H. F. Shaw . Daniel Dana Patten . Orlando M. Lord, A. B ... _ D. L. Smith . Edward H. Cook, A. B . F. Knapp . . . Sister M. Bonaventure Mid¬ dleton, directress. •uoT^eziueSro jo ojnd H 1833 1844 1823 1837 1874 1805 1857 1851 1847 ■HC O CO t>* CO C— M i O tO H I> Q LO iO lO • SSSS^hSShS ! •jta^aeqo jo ojbq; w 1831 1870 ,1823 1836 1872 1803 1832 1848 1846 O • , — , C5 • iQ CO « CO • 00 ^ t> • co oo * rH • rH rH • rH rH * Location. e* "'m ! g : > -2 : m w © aSi s “S.g % \ ®H cj c A H ^ Freedom, Me . Hallowell, Me . . . Hampden, Me . TTov+lonrl Mo ! . a ■ \ < & J _2 1 ■4 fl O r \ g g| \ 332 New Castle, Me . Norridgewock, Me . Patten, Me . Portland, Me . South Berwick, Me . Topsham, Me . Yassalboro’, Me . Baltimore, Md. (29, 31, and 33 N. Holliday st. ). Baltimore, Md. (Mt. Washington). <0 1 H Westbrook Seminary and Female College.* Abbott Family School for Boys at Little Blue. Freedom Academy . Hallowell Classical and Scientific Academy.* Hampden Academy . TTo ft 1 or. a iAorlomiT : a • © b r is \ | S \ n|; 1 o ■&IJ 3 .S5| 1 3^2 Lincoln Academy . Eaton Family and Day School . Patten Academy . . City of Portland School . . Berwick Academy . . Franklin Family School . Oak Grove Seminary . F. Knapp’s German and English Institute.* Mt. St. Agnes’ Academy . % H M CO 0t>OOO3OH(NCO^lOCD OlOO) O CO OOC^^JOOOOOOO O eo co co coco co co co co ^ ^ ^ ^ ^ ^ istitute . I Baltimore, Mel. STATISTICAL TABLES. 537 : i : . . O : ■ t> O • o • • • o • ; 0 • • • iO « O rH 10 ■ CO rH CM O • CO • rH • O • • * 10 1 • § : 0 i : 4 23 • o o i •O' O • • • rH O i i 0 0 08 12 23 . o o CO O j ^ i ! CM d rH 58 10 5 70 in 1-- rH m rH d rH rH rH • rH rH 35 5 10 15 tH l> rH CO O ^ 6 37 tH O CD CO CM rH m m 0005 O • 00 00 o co CO d T-H • t-H 60 25 21 25 70 CO Th rH (M 00 00 Til CO 14 53 Tit H H CO ©$ 00 50 C5 o oo o o h m d tH- d m co ddcodi>H 60 25 70 50 139 90 0 11 0 41 00 • 110 rH O 00 O O *H I CO l> CO CO d CO • CO rH • IO !~f • • • CO r-i a rH o i> in co comcowc'H l> • • ^ b- ! ' t> rH « • • O rH rH O rH O • CO O Tit O CO d 'NHt O CO CO 00 m ^ t- h • (M CO 1-1 ia 3 : : ® . • M • • a ® ! ! i'S ® ; jj ®p ! © 2 K P fee : ^ • : Sa i a4g" ; • ^ pjCS H .9 ©ii -r3 a „aas : j . ^ ^ jn s. a j. <* ©F a +3 O’P^k t-< m p-i a -a ^ CO S Sd-2 °P , S H £ ° § b y|^ Ci3 rd a §, § h |l||o LD lj .'ii *-< ® lG ® 13 ^ i" ® 3 S COM O 3 p PP^ P Jog HI H?g ■ ® i * * ii^ M^S=S ^ 2 a ® ^co £ bo I CO © FT ® j® ffl^rass^®^® FPH dP^M PPP gHt; Sirs Jp frUP ;P^d £ ar^A] « . o,aMH gtfrt.oo.. H . « i> w ® X! P 2©*? .S^rtHdO 33|JmSh*s& jl|.l!| ®S © o’lJ §l§| P^P HP 1^3 C5 in ai rH 1840 1873 1872 d tH oc rH « d :g 1864 1842 1836 1814 1861 1796 1869 1842 1812 1812 1819 1865 1853 1872 OCOHt TP tH CO oo 00 00 HHH CO Tit CO t> co CO ^ H N C LO O 00 00 00 00 00 00 r~i r-\ rM T-\ rH • ; ! m in co Tit I rH d d ! • I ! d oo d ; J • ^ ; j • 00 r- L- oo oo L- ’ 00 oo oo ! • i » m • • # oo co ® 00 o ; ; ; gg ; : ! ^ rH rH rH • rH rH rH • ! IIth rH rH : : : 2 ^ 31 | 5ta c3 O P H g r2 P =g 3 ® r® — r-^ fl y ” -ki f© M e3 S x 2 +s' .Pi _£ _© - ® o « ® a1"-1 ©> ® o ® SSS g § p -a p p © H.s-3-- a .a .a .^-rd £ ©~®~ ■+3 £ 02 O O a 9 9 jWpa'|2 vP2p !ga2^sa4g _© ® © ©O a >ag«jg£pQj.3 i-j-fS.2 S-g 3 8 9 3 9 ; xpopd g £ ® 5 p pq pqoP § ^ e3' _.*. W SV © 5otC es a~j SSo| gjjl oppp SSfl O O © Hi 9 9 fee a--i « ® a; ® PdW Pi pop sal r-j |o.gS O ao f-i ■* -svj^ M f-.'/J’7i ®.£3 >3© ^2^ a I1 ' P O >3 9 p>5 ® 9^ ® 8 1*4 o ,CQ 9 9 m2--=-h , W a ® a o .- jfl^al: P ® r> >, ® ~ ’ |d^cg O 0M0 F § >3' fo!: rt'O ■ -a ! A . a ; oM ’ ooci® 1-1 wni» m®t-oo ®o^h cm co-ifio ® t- 00 ® ® — < iH 1-1-- t* iji ij< From Iteport of the Commissioner of Education for 1879. a These statistics are for the year 1879. Table YI. — Statistics of institutions for secondary instruction for 1880, fyc. — Continued. 538 REPORT OF THE COMMISSIONER OF EDUCATION. •IT39A 0IOT9pi30T3 JS13X JO 9S0X0 oonis xoo't[os ognnaios peiajug; oiraopuoB jsb[ JO 080X0 90UJS 9S9XX00pai9JUa; •9S9XX00 HI 9SJX100 opijnaios Joj'Sgxj^dojj •9S9JX00 HI 98.11100 XBOISSXjp JOj'gnXJt’dOJJ •eoSonSn'BX mopoxn xrj mow >so 0 19 00 (Mi •9SJH00 x^oxssbxo nj WOO o o •osanoo qsnSua; nj ID G> ID ID o •eX'euia^ (MOO (MO »0 CO (MCO '*V«K #I^°X \D ID CO ID CO 2 ^45 3 cc W bOb •uotj'BzxnBSao jo oped (M, lO SO t->0< •J9JXBIX0 JO 9JB(J s « ^ m ^-T rT ?r) rT rT 2 ©b 5^ s_la?a$a&g ■Tr— rT ri* CO ri U! f-< ^ - CD W ppp -s > 1-3 O ' I pa , De8 0 H W _> W r-> O D © J O ►40'© o ® o pa pa pa pa Pl o pa 9 -a M M pa pap 2 « ©,© S*t d d PP * CC rd ■* : o g • bX^ bfi : g pi 5 ■d " ~ P o 18 «„ E“l§ © £ bl) o O © cjr1 2 PWWP ^ W)© d O -rt ilg ||i .oj k h ll« l^w P^OJ bC a d o H *0 o.S 'Sq tflb P § bfi® ' >5 a s • ^ * c3 r-3 fcJO .§§ .■ss ^ ^ 02 © § © C3 02 i h s ob o r, rS o ° ’ I g8^!*sS5B g^||gw;2.§ P HWP 4 - c3 pp s ^ to O !> ° . ° . ; ° STATISTICAL TABLES. • i 0 • • o • © © • • • • • CM • • ii i • i* • iii i • : : : : ; : 53 ’ 9 OHO • i ° ■© t- tH t-H • ' © © • • 1 t>- CM • 'CM :§ ° : : : : > : o © O H CO CO © •CM© • CM CM CO • rH © • • 'CO • • i •' GM © * • '• • • ,© • c3 : h © © xo ; ; • CO • • •© CO • • • 1 30 6 .... Cl © ©» CO CO • rH rH • CO • • lO • c- • • © • XO t^xO -00H< • CO •© • Tt< - • rH tO H XO © U- • © t>* CM • CM CO o CO©CO*©© •© • © • • § -3 rH © ^ • H CM • £* © LO CM ' © rf •© • D- • • & ^ rH • • ^ rH • rH • • • bXj.23 1ft ^ © l> CM (M 00 CM CM © 00 rH XO lO • to . CM . P"- -4^ t> ® -■# o os 10 ■ ® 10 cq o co rj — ( oooHoao ® o o®o © COCOOO (M CO 00 1 rH CO CO 1ft N©C> OOMO^ O CO <© CO lO fl CM O © CO CM CO ©CO CM • : ^ : rH bJO Baptist . Non-sect Univ Cong ... Unit .... Cong. & P.E. Non -sect Non sect Non-sect R. C _ Non-sect Non-sect Non-sect Friends. Cong . . . Non-sect Non-sect Non-sect Non-sect Unit.... Cong . . . N. Jer. C M. E - Cong .. . Non-sect Non-sect Non-sect Friends . R. C _ Non-sect Non-sect Non-soct R.C .... r. c .... Non-sect| oryto colie Mrs. A. P. Potter . Lucian Hunt, A. M . L. L. Burrington, A. M . Rev. H. J. Van Lennep, n. D., and E. J. Van Lennep. Rev. J. P. Moore . . Misses Porter and Champ- ney. J. G. Knight . J antes E. Thomas, A. B . ii * a ?© sH-c oo c 3 a w>Ti Q fnK D 02 A'S'J, Miss Annie H. Delano . Amos H. Eaton . E. B. Fox . Andrew Ingraham . | Amos H. Thompson . Simeon Taylor Frost, A. M. . . William H. Smiley, A. B . Harriette W. Tuttle . Edward A. H. Allen, c. E _ Rev. Ebenezer G. Parsons, M. A. Miss Catharine L. Howard . . Miss Adele Brewer . Benjamin Worcester . . Rev. George M. Steele, D. D., LL. D. Rev. N. H. Egleston . C. B. Metcalf, a. m . Mrs. Minna V. Fitch . Miss Ava Williams . Jirastus Test, M. u . Rev. J. G.Walshe, 8. J., pres¬ ident. Marcus H. Martin, A. M . W. N. Hailmann . Misses Bacon . Sister Mary De. Pazzi . Mrs. Caroline F. Ballentine . | atistics, a department preparat c Temporarily suspended. 1874 1834 1866 1855 1869 1866 1812 1783 1784 1852 1870 1854 1827 (1764 ^1843 (L848 1856 1879 1874 1763 1875 1860 1825 1877 1856 1875 1873- 1851 1877 1859 1861 1874 1869 1845 1879 heso st ■ CO lO • j ao 56 • 1862 1797 1784 • it'- CO CO xO • ' rH CM . .... • •CM © CO XO • • |"» CO • . i CM tilt • •00 U- CO 00 • • CO l>> i . • CO iii. ••rH rH rH rH ' • r—i tH • • • rH .... 0 1981 § ? 3 | . Everett, Mass . Falmouth, Mass . Franklin, Mass . Great Barrington, Mass . . Greenfield. Mass . r. QC ci > cd ■pi Hanover, Mass . Hingham, Mass . UClCt'SlCl, IVJLitSS . . Lowell, Mass . Mattapoisett, Mass . Middleborougli, Mass. . . . Nantucket, Mass . New Bedford, Mass . Newburyport, Mass . New Marlboro’, Mass _ New Salem, Mass . Northfield, Mass . Sherborn, Mass . South Byfield, Mass . Springfield, Mass . Stockbridge, Mass . W altham. 'Mass . Wilbraham, Mass . Williamstown, Mass . Worcester, Mass . Worcester, Mass . Worcester, Mass . Atman, mien . Detroit, Mich . Detroit, Mich . Detroit, Mich. (Lafayette street). Grand Rapids, Mich. (28 Lafayette street). Marquette, Mich . St. Claire, Mich . | ition for 1879. a Since the da reopened in September, 188( j Ilome School for Young Ladics*cr . Lawrence Academy . Dean Academy . Sedgwick Institute* . Prosnect Hill School b . “The Elms ” . Hanover Academy . Derby Academy . • >s : a ■ © i'i . o 3'! 2 3 > 1*2! Tj ^ ■ ■laiE-i Barstow School . Eaton Family School . Admiral Sir" Isaac Coffin’s Lan- casterian School. Friends’ Academy* . Consolidated High and Putnam ? Schools. j South Berkshire Institute . New Salem Academy* . Northfield Seminary . Sawin Academy . Dummer Academy* . Family and Day School for Young Ladies. Hillside Home . Waltham New Church School .... Wesleyan Academy . English and Classical School . Highland Military Academy . School of Modern Languages . Miss Williams’ School . itaisin v aney seminary^ . Detroit College . Detroit Female Seminary* . German- American Seminary . The Misses Bacon’s School . St. Joseph’s Academy* . St. Marv’s Academv . : s-o : ■ • ° i © 00 ■ S’-1 : '» d ^ il 2 | a 7 ! nO w , ® © 3 ^ -gOQ ® 'H ' tH CD • • •98xnoo xboissbxo uj W lO • LO 00 Cl O CQ CO o CQ *-» 00 Cl CQ to O O rH CQ CQ rr rH •asxnoo ixstiSu^x uj 3 00 O 00 tn CO O tH CO o CO CO o 00 rH o O ' HCCDOlO CD ' O t> O H CQ •axeman H mo • • o cot> • • o r- ( • O O CO CO O „ — SCQ iH CQ O tH O 00 O OC5HOOO CD rH CO H (M I> M D H •9XBK © H O O CO tH • ^ CO CQ TT» • □U • to ^oo tn o h* • cq oooot-ooo • lH OQOO • CO CCTtOCQCQH •iujox Ci uo O CO t>0 00 O lO O CQ O © tH 00 rH Xt>00(MOO tH O CQ Tf CD COt^XC^t'O Ht> CSIXMQ00O CO rH CO CQ rH rH rH •SXOJOIUpSnt 9XBCU9X 00 CO lH rH ^ ^ rH CO j CQ O • CQ CO rH CO ' •sxojonjjsui 9xuj^; h CQ • 00 CO *CO : : s CO ^CO CQ to CO tO CO CQ CQ CQ j rH •uoijeuiuiouap snoiSixau » Non-sect R.C .... P.E .... Non-sect R. C - M. E.... r n .... 0^. Lutheran Baptist . o o m § c pj P-E- Ev.Luth Wes. Me M. E. So o ! ^ • CQ • •' O • ^ ! Principal. >3 Benjamin F. Stanley . „ . Sister M. Gertrude . Rev. James Dobbin, A. M., B. D. D. J. Cogan . . . j* i ^ j n j fr , H- > > CC <1 £ i r * 1 C ! * ! 2 Rev. Peter Schnitzler . Charles David ami. a .m _ Thorbjorn Nilson Mohn . Samuel H. Baker, A. M . J. Eistnnsen . Sanford Niles . I 1-sH'S S 9 M ^ P p[" . • ^5 © S © ^ la m > O ^ ^ Miss F. A. Johnson . | Gradnigo J. Young . ■UOIIUZIUUSJO JO 9JB(J H< 1868 1865 1865 1876 1871 COC5tOt> .CD OCD CDCO • t — tr — • tH toto t> tH • • 00 00 00 00 *00 00 oo 00 00 • «' rH rH rH rH • rH rH rH nH • • 1840 1 1879 •aajxuqo jo 9jB(j W 0 1860 1859 1874 0 1867 1874 1873 1873 | 1845 Location. « Afton, Minn . Faribault, Minn . Faribault, Minn . Grove Lake, Minn . p IE 1 1 I'll 5 i 1 i r P P ji 1 g P C [ w Mankato, Minn . Minneanolis. Minn . . . Northfield, Minu . Owatonna, Minn . Red W ing, Minn . Rochester, Minn . St. Paul. Minn . St. Paul, Minn. (36 Igle- hart street). St. Peter, Minn . Wasioja, Minn . Black Hawk, Miss . Booneville, Miss . Brandon, Miss . . . | Brookhaven, Miss . Name. \ H St. Croix Valley Academy . Bethlehem Academy ana Parish School. Shattuck School . Grove Lake Academy . St. Boniface Academv . . High Forest Methodist Episcopal Seminary. Convent of the Blessed Sacrament. School of the Holy Apostles . Minneanolis Academv . St. Olaf ’s School . Minnesota Academy . Hague’s College and Seminary. . . . Rochester English and Classical School. St. Josenh’s Academv . . . St. Paul Home School* . Gustavus Adolphus College . Wesleyan Methodist Seminary . . . Methodist District High School. . . Booneville Institute b . a 5l^ Sg cH -> O o cb o o ©

CO nm (M rH rH o m - 75 o m o co xo oo mm 05X005 Oim lOHi XO rH rH rH OOMOCOOC © O CO Hi H1 in CM in co CM o rH o o co • co m oo ho CO C- • CO o 05hoh cm co m h mo so CO co in CQ CO coco i i rH rH CO (M j Hi • H M CO CM CO l> CM CM (MX CM X XX iH iH • (M rH rH O CO © © s < 1 co j> Os g o O d T. C. Anderson . . . il a | I > © T. A. S. Adams . Miss E. Hamerton . Rev. Charles Ayer . A. H. Drake, nresident . :<® rS a z 6 H G. W. Turner . E. C. Austin . Mrs. M. A. Thomnson . J. A. Rainwater . * . T. G. Sellers, A. M . J. E. Blankenshin . J. E. Hopkins, A. M . T. L. Carothers, president. . . S. L. Cooke, a. m . Joseph S. Raymond . Milton E. Bacon . © c A 1 Ha : > 3 © rd O 2 Joseph C. "Watkins . Rev. C. J. Kephart, A. M . F. T. Kemper, A. M. d . James M. Naylor, a. m . W. D. Vandiver, ph. b., president. Thomas H. Storts, A. M . Miss Eliza A. Carleton. A. M.. president. Miss Anna C. Sneed . ; s : : « : : 1 * *3 ^5 ■ :H ® t jS po t a c rv CO > > 11 • © © Lj Rev. J. A. Wainwright, A. M., M. D., president. Rev. John A. McAfee, A. M. . Charles N. Johnson, a. b., m. S., B. E. B. S. Newland, A. m., pres’t... Rev. Charles Martin, M. D ... (Mt>000 i CM CM Hi 00 OOCOCOOOOO 00 00 00 ■ 00 00 OO 00 00 oo OCO Ol> X I> M X CO 00 00 05 coono txM 2 3 Sm gsaga,a s 3 gl.a^=ro m m m , ■* SO 03 ■ o ® Ah' • M o 03 ® ia.a-a.a.0-||^aa a • a a Is - -5° a « s o o o.S 5 S S « fl o_2'3'oo a'?'® 2 o P P 3 a} ^'&000?hwww£>» o * -822 3 - - ^^.22 A §2 op p c3 t> a-- in ©a £ ferS « > o p2 HHaqfflO o 2 a ^2 . © P fee a a ■§1 a.l I fill K 03 O-JH wh22 o ©2 E £ A ° A d,® ©2 -o g E ^ ^ a r3’a OPM fcc'I. 3=Q 3 Is5® I* _s a lZ 03 a Si©2 5 ® ® fpR a CA a a Si Kill SlfilS'5! :° : . © © ■ * • > a >> :1 a 1 i|i|| i|«§© ►>■9 © | ©A 3h If^a g ©Es "* ® A © cSS 12 QJ j 4; id g a ®. , „ +J°naa-JS—- a313 3 § £ mo 5 S ® © S b « ©faSarSpjgM o 2a®aal-2fl^fl a^ § § jO«.sva ;■§ b£® ©^ ^ a"§ >~.A s'3 ©a -9 Ia Or® © O Q.^ 5 Op ccM E a o o 22 O g ©3 ° cot* (9MPOOHN H H »H r-- Cl W lO to to O 14 iO lO M^LOCt-XOOHNM^ C^C^MMcMMMXXXXg in uo io io o io o io io o » m s? OSHNffl UP> ©NOOa O r-t CO Tj< rj. ■** rj. -rf Tf t** tH lO lO momoo ioi n iciomm mo *From Report of the Commissioner of Education for 1879. b These statistics are for year 1879. cZ Since deceased. a Sex not reported. c These are in the public school department. Table VI. — Statistics of institutions for secondary instruction for 1880, CD • CM CO 00 Hi CO • Cd rH ID • •S9SuiiSubx ujopotn up H 60 50 | ocq • • 00 Old ID O 00 Hi O CD rH CM rH rH CM •9SIU00 qeitSud up e* H • o ! 00 484 97 74 i CO CO H • IH IT: 00 CM CM ID rH CM CM •9XBW © • O O t>» ot' C5 • 00 O H» iD Hi • CM CM o ^rH O O CM CM Hi CO CQ O ID O CM CM CO t> rH CO CO 'IBJO^ © O O 0 05 HO, O ID 00 O L- 00 O C5 H CM H rH lD (M H rH CM C5 Hi Hi rH C0 HiDNHGDO iD ID CO CO ID CD •ejojonijsui ox'Bino^ 00 ID • rH lOH IN CO rH rH CM CM H H CO CH^jl rl •siopua^sui 9xi3j^[ cm h CM Hi CO CM CD rH rH rH rH rH rH CO rH O CQ "UOIgBUIUIOUap SUOlSlX9 Mrs. Eugenia Cutbbert ..... •T n>i n lilvaor Brother Helemian, director.. Sister Catharine . . . William H. Lynch, A. M . Rev. Emerson Barber . George W. Read . . A TT enwrliT Rev. E. Thomson, president. B. H. Weston . . Charles A. Wilcourt, chair¬ man executive committee. Arthur J. Swain, A. M . George E. Gay . Edmund R. Angell . John Scales, A. M . Hervey S. Cowell, A. M . E. M. McCutchins, A. B . Miss S. C. Merrill . Erank P. Newman... . •UOTJBZIUbSjO JO 9JU(J ID CD OOrJi CM CO O t> O D W 00 00 CD ID 00 O H CD CO ID CD t> t> 00 l> 00 CO iD OMOHHOOWt' 00 00 00 00 00 00 00 00 00t>00 00 00 00 CO 00 00 00 00 •jgjiuqo jo 9jud n • tH . o • . id . CD ^ CD • .00 . 00 ° 00 . • rH • rH rH * . rH CO . CD Hi CO O H< CO e i 05) iD — r 1 ID H H 1— t 05 CM • • CO ^ . 00 00 00 00 00 • J H H 'HHHHHH ' Location. V St. Louis, Mo. (cor. 16th and Pine streets) . St. Louis, Mo. (215 South Third street) . St. Louis, Mo . St. Louis, Mo. (2029 Park avenue) . Salem, Mo . W eaubleau City (Hick¬ ory County), Mo. Gibbon, Nebr . . . J : : : M a :u : w • ; gw 5 ® s „ g - c l ® ® 8 i ooc » • i • • • • • • • • z : :m : : «> H • ■ H . , [y ; = 111! > O es Pl-g 1 h > 3 5 ® ©1 td © I i H FH <2 t ? cS Pi a 4) m ® • * jg p -git O flf dl S c! P E a ! i 3 0 5 ^ i C 3 3 ! t J a- School of the Good Shepherd . Salem Academy . Weaubleau Christian Institute ... Nebraska Baptist Seminary. ...... Pawnee City Academy . Nebraska Conference Seminary. .. Atkinson Academy . . . Chester Academy . Stevens High School* . Gay’s English and Classical School Pinkei ton Academy . Eranklin Academy . . Erancestown Academy . J Gilmanton Academy* . Brackett Academy . Hillsborough Bridge Union School and Valley Academy.* CD 00 05 OH t>C0050H(NCC'f^O ID ID ID ID COO CD CD CD CD CD OOONl>[^^l>^ ID ID ID ID ID ID ID ID ID ID ID ID ID ID ID ID ID ID ID O STATISTICAL TABLES, 543 OW CO • 0 I j O O ID O j j CO OO CO t> 05 CO *00000 OS COO 10 • • H CO 5 37 ’Y 27 0 CM ID O • ID CD • CD CO * * +3 -H 0 • 0 0 ® > hi a © h © 1 m H ^ ^«2 S © SrH Jh a3 ® !q^^3 *s*^ . sa ^ Haf ®aB NbwSS st> ® ph • a ^02 . M w-s!^ a > © O <£>-rH HPiS ® C3 r jO « ®© h § § c3 a H b£-d 3 .2 .2 a O 2 g«S -as .~3 > >5 . o.o.ojd •s &A go & 2 £ 2 &-g.g tfpiaiPi P$ Pi Pi££ 1C GO Cl TJ OC DO IH O O -H< OH^C^ CO 00 00 00 CO 05 ID tH ^ 00 00 00 ■ CO -H C- O CO o^o-^ 00 00 00 CO . 00 • CD CO CO tH 00 O « • 00 CM rH 00 • 1 00 ID » i CO • OS • • CM . . OC . CD iD CM 00 CO 00 CD rH CO . 00 00 00 1 I Tt* LD • 00 co tH TT v • 00 co 0 . 1 CD O « • 00 00 • • 5 ® 0 ! oo ! ; 0 ; ; ; Ith ! H H rH rH rH rH J * rH rH rH rH • : rH H : MW :W ■ft : a wi a 1 sW W n4 3 3 ^5 w A © . w^d pfe w ra 3 o g o^)r ^ S22 g-S* 3 n 9^'S o ©.-S o £P A £ fc.s^a| ^3 rj © © a ® jg tx.y CS C3 Hh U c3 >5,^3 ©,£ SLOr© g.© 5? a a 8 a 2 ^IppI PQW PPoS H .. a $ § l| ^ © t-S h> ti^'A a g^i Mil P4 I o - a cS a Shmw 9§ oo ® £ 5 S a a o o hd rd *3 '3- w w 1-5 gx* o a" a -a © © .2-^^ ra ® _§ »'§’§ a^j ® ©Op >r©£ a o © WHW W b|3 Or-J © 1|3 s 5 © a o >> -2 Sr2 a a .2 © q .5; a 3 73 1^ o a 9 h ©-B ® | sg^S o§ g ^ SO & s © g gi-s *Z$ "8.3 a © .co : § ©i, d a tf ® o © 2 a e 5 Sv o Sfc }Zi 3j« © ,j 2 a 33 © © ©.-a IZiP^PH^ &l o ® ihP — 00' 0 2 a’£ ■ a ^ ^'SO“gflH -O § jss'Si^ii & Ssia^ili e8 g S.SCOM^ » €! &!! ' ' '^ga’S © *oo ,gsi? ,:§d ©|.S a D ©^» co ioHMPPP ranP .2 &c beg >j C o a pq>H © Wrd a o o © a © © © a © 3 a be 3 -S © © 2I2I £h§s. b/j © © a a a a © papafclo ar^I a‘ aid !•: w <1 cOcm a © °<(j a Sag «il JO® E-HO a^ S a d I Cl CO TJ1 iO o From Report of the Commissioner of Education for 1879. # a Number during winter term. Table VI. — Statistics of institutions for secondary instruction for 1880, fc. — Continued. 544 REPORT OF THE COMMISSIONER OF EDUCATION. ■xb9j£ otnrap'BO'B jsbi jo osop 9Dnis jociqos ogpuaios pgjgjng; ‘XB9A 9IUI9pB9B JSB[ JO 980X9 99UT8 qS9X(O0 p9J9XUg; H | O O 00 • CM rH I • • CM '9S9XI00 Ut 1^1 9SXQ00 Opi^UOIOS J0j'SlUIBd9J J | ^ i 05 tH O (M 00 j • rH • CM •9S9XX00 xn ^ 9SJU09 XB9IS8BX0 JOJ SmaBdOJJ I H rH O lO •9SIH09 qsTxSog; up 1 ^ O O 00 10 1 CO ift O CO (M 26 25 *• LO O . 10 CO CO •eiBraatf ^ CO 00 00 *lO CM • • tj< CO • • CM ‘IBXOX | Ci O OO COO 1010 0 O WOO 0 CO !> uo 00 10 CO COCO O O ^ CM ^ CO rH CQ H H rH •siojoTu^stn opmaq; •siojohjjsui oppj •uoi^uraioaop snoixiqaq; fl a oo O O . . O 0 2 0 . o'S o Ph HPhH -,r3 M IP M H © * a Nq-gs 3 - ^ =lS 0 0 © d © -a H H 3 as ~® UJ © © 2 © c3 So © © p< © o8P3 « 3 :p - 2-=3 § 5 "® S >>© '5®c3 po^ ©Is 3^.2 OHS £ «bio 1MI siwS 02 cS >iS g£j « •noij'BzitreSjo jo ojb q 00 rH 00 OO CO QO CO lO 00 00 CO 00 00 •JO^J'BqO JO 0$V(J h> 2 fl5^ 30«o3 £ t>>5 >>>5 Ou co t ® 33 o'gOgg Hhj ^ )-3 „ ... S-Jg ^ «§ tS :^h3 *Lf a o © 2 h;‘S a! — -<— © hi ©02 d O O © O 0-u> H sss ssss 1-31-31-3 a a a'H £ £ £ £ o © Ofi? © © © o il'gw o o & a § •2 Sm §3 I .11 15 hH t>s«| n© 7J m a fli^ s« o'© £2 rl O ^ P« r cz z oj sj,§3 ®<1 o o Ht* O © rt HH <13 ®o P m <1 Ph 02 02 5 « © 3 .-5 ! r-H © «-* = .H o § y ns £3 | gH «tc g.3^. O Ht 02 • bfl .9 , 'd », o . 3^ © ©,o |1 1 f^js: £fgi rH ^ O H o o ce < i ©JH I o|xf CO CO CO co H< lO CO co STATISTICAL TABLES. 545 O • O • * o o • o (M 00 CM O CM CM ' CO CO iM ® CO CO lO 00 O 00 1 lO CM ic CO Gi CO rfiNOOOCXMiO J>00t*t^CMCM00CM 00 lO (M O CC^OO^COO 00 CO '(M^COOIOHCOC « CO • CD CO T*1 CM CM CM 00 ( lO CO CO Tt< n C5 » COCOCOCMCMrHCOrH CM CM CO CO CO CM rH CM CM O CM iC i CMCMCOr— ICOrHrHCO da fl 0.0 d d o o M w : ^ : s-gS CQ ^ h> O 05 . S-g* +3-PP-P I ‘ < u 3 P ef bfP O o lH®m p C-P I | < 3 gO .9® • o o ' o o o "K § ®PM ! > 2 8£,§ £ £ go S S 8 IS £ CO CO CO GO 00 00 00 t> 00 00 COCO • 00 00 CQ 00 00 00 ) 00 00 00 'COCO^OOICI> lO ) CO 00 00 00 oo CO 00 CO GO « £ 2 « C, co ,r p< _^t-s S d ® 55 S3 £ S-ggll S9«4 1-5 • ti'-i p a & § & (DO© A . 3-2. *gh; g)1^ h> -- - g -s g s _s M' & ofT ^J-iBs'S'Sllla-SS s & s^ta^iS-e 1-1 a § Ph Ph PM PiPiWaiaQcQ 02Hi >a _r.S- ■& <0 =« "E +f 5 p p p.2 ® oo rsSiycS'Tp sss^aag’S'S^? » W) h a J p O ® o t» i J 0,0 ? g p !^- 2 a .a ! o o 9 g ill f„ - I § „ . .« w ra g §cs‘g gw^.® gP«fCP .a ;om>aPd3iS gaa.t;^ g § ”^q pq & d ^ ^■§1 ©05-43 § 'fcb.2 H ,2 ® p P? O!^ °^ P OqPeJ §.2.2 P p fe ® to | §3 .9 3 § ® © 3cg ?, 43 bX) P rp g.-a >-a rt P-efl'P a> f.® ®S a'p«j U) •§5.2 ^§W § o I'o fl J P^iMOdH I rid * ,,— 1 53 t^bjo . m g^ p ^ O o § pq p0rg © 9^=2^ P P !-l, »5 g-P S§SJ tb 9 . ® W a pS § ®d p _ o a <1 S o O !« o <„ rP tbr^ :a • o :o i"® • g >jp 9 >> P u p p ’g ^ s .■p s 02 'o 'o ^p b> o q‘M occ | O B<\ J >»§a.| mmm 1-aS a s o P- J..P ® © 3«rt cp p ?ra3 (A© lcS 9^2 o fl O M_o Oo nS . O +=» Cj Pnd d 00 rP a p ” p ® r— -rH HHHc301'^r,,^OCr-(hr3 O 'O CO '■& I CM CO ^ )!OlOiO a ° © % P © o o o a ◄ Sa p c3 02 H 02 CO spfi •SP g 8 s s p £ a H CO .-g i-o d ' jz ©jz «8 -5 - © a © a. g Po> to- p : £ © £ p p ©^ ©4 ©.J4 5^© S © ‘ f?pop P P ® g^ p P P rH 05 o.S © rd bacp P bJD h a § 3 p£ p ^ ; eg ! »2 o ! 3 £ 02 ! -»P 0) - 8 V3 02 • lo < o © ? , ! ©rrt'S §.§ 5 a £ « p g 8) I § O g W) p p o w Q j- OJU OJU a Cr^ £ -d'gpP .P d-S-3 0:2 ©'3 a £'© a-g g n c3 © OD H o ^ Swan streets Win STATISTICAL TABLES. 547 1 O • '(Mi O CO 'ONOO • o CO • O O • o co OWNOO CO O CO H -Ot-OOOOOC3u^lO .^I>OCOCOIO(MI>Q • OlONOWOO o co © © © ©iO©XX©©XCO t- <03 CO Th CO O 05 I OCOCOrJi^iMOO 1 O CO w o I> CO o I ^ CO 03 - 03 rH 03 © CO i «S ■pii2? boo ;co o r-joo J a) p CQ CQ GQ GQ r~f rH GQ .© d dP3 d d © © d Goo .oo(h s © (v^ftCPJz^Pn Ph^ ; . >d ; s 'ot : ^ I, ' ^ »*N , ® P fcCP ■ « T ;p1/ . * USA i£d tTeS O . l • idl^°^ O^M . ®.S> Irg^ g § d ) t> g 05 [> t> t> © Sri ffl © © ooo • © loo© ; ; o © o o -+-* £ J ° ! © eg . © Id :p3 g •£*M Z \slE3£ | P&t ■ As SlSjl^ 'LO LO H O t> Ci X CO CO H HO O O t^ O O to O L- xt^xxxxxxxx cc CO -HHHHHHHHHH HH CO CO 05 CO o CO C5 t> C3 05 CO COiO>OHCO[>OHM X xxxxxxxxx tH hhhhhhhhh 1808 1848 1786 1843 . i CO X l> t> 05 . i CO H X t> b- CO • . X X X X X X 1841 1840 1829 1815 1852 1837 1809 1848 lO O • t— 1 X 1 ICO • » X w5 t>- • O .CO 1 rH . .CO w t>- X • X « X i X • 1 X 1-1 rH • rH • rH • rH • • rH • .x * 05 CO i COX l> . 1 kO * rH CO IIOHPO • * X • X X • X X X • • rH • rH rH • n H H 1803 0 1787 1846 ! © io x co ! ! © • © CO HI CO • • ■'H o X X X X • • X 1841 0 1826 1816 0 0 1807 0 aT ® bi .SP^i d -2 2 a.^ ^ B O dd ©OQCG . « 0*^-2 g^g § d d g g g.d © © © 3 3 *g d ‘3 j o ^ ^ .9 3 woooooSooo pp © oo (hh>! ef S g^L- >i ®-N .2" gif g 5 d . ® 2 Pd«-P4s >t*d ori o « © ® cs cs surf O oflPPHHHHH :-n N © 2 d JS •— -S T3 13 □ P3-g Cd ELiS^^-i a 5 ® ® 8 d ©^^^^ S'fH d d dd b • * . r. r • • I a. • d®2 ®P4 g g!2^ ^ a 2 -2 1c m d“p“ -®2 S 11 § d ^ i dd OOOMWHMM ■h :£ b^-2 ! B oid ,^>;li§'ai>HM'g slall’S^g^ -H.2 O a 2 Ipi^lfllj S bcH B 1 P t ^ * 338a,a?®®?|8 3§^&|2o©|^| IqooqpoPoP • ° o 2 * 05 -rt "g b8.1« ii§3 a^Jft *t2| a s ^ ^ ooj^l -tf t> 2 c3 I § s a I'd ® k, a ^ :^5 © © d HP '2.9rg-§ aeV.H.3 Ji4d®'dH^-i® <"c'HSJfag d cS>dCO >?© S^^WhS? O O pp 2^ Ord d a S d d42 O d © © op;nnJ>5 - i 1 IS : b>3 >> :,d9‘a' - d:i,::®-- vs,g3fi!£ i ^I'S i,®b^d •'g ^ e f<2 ‘®^d •'d°r21D^do.'t5 b_3 © ®s tS'-gn g « a^H-5^ a®fidp 8^-2” SQri ©S ©43^50 © dM a d i Zf-g ©*3 ©-10 co^ d-jA’d^B ®,y d gW 53 n . d V S? M >p> «© 2 ® *3 © , d © S®d*i®5 d4i*5PP Md «H o o ci 3 «i 3 B PPHmPmPPPmmP H OOOW^MHIW ^§P'g^^dl®?“03®g^'Sp.= ® ®-g mS n ® § S 3 o § d d fc3 rhrhrhHIS WWhPl - )®a rH (M ooSSSSSobS S3 dUIOt'OOfflOHN OO 00 00 'JO CO 00 ©5 O Ci 0»^5»-©0»*©)«3 MrpWOtrOOaOHMMHI 00 0)0 01010)00000 (3©0»0©OM>t*t«C» I C5 O rH 05 OiO « Entered normal school. Table VI. — Statistics of institutions for secondary instruction for 1880, fc. — Continued. 548 REPORT OF THE COMMISSIONER OF EDUCATION. •xeaA oinmpcoc q.st?X jo osoxo 0duis xooqoe opt^uaioe parogig 18 . O j CO • • CM • rH CM O ••• • ° ! ! ^ •xboA oimapeoB j:o osoxo ooina oSagoo paragig 17 • O CO rH • ' 'CM • CO Hi rH t> • CM • ' o • • oc* m 43 d 0 m •aSagoo in osxnoo otjtx119!08 Joj igm.icdaij 2 1 ! ° ^ • • *00 • to (M CO O -OH • • 1 i CO • rH O « • rH- •aSagoo hi 9S.moo x^oxssbp joj 'Saijcdarg 2 1 • ex ex oo • 'HtOCOOOiOCSOH^CO • • rH CM rH CM ' CM tO • CM-’ •eaSongcrex uiapotu up ^ t> tH OOOO 'COOlOOXOOOOOOO «| rH rH • CM N HH O to 00 o o © & a •osxnoo x^oissoxo nj M LO iO CD CO CM O 'C5 0HOH-^iOCqOt> ^ I rH . (M CM CM • CO rH OOOfUO'J "’I • rH 00 Hi 00 0 10^- H CM O W>I 6i rH to COOOtOOOOO^HOOOOt^OO O O CO 00 co Hi CO t^OCMCOOCOCDOOOOCOOCOCMiOCO T^CO^r-irj4- (M CM H HnM rH rH rH rH •sj;o;otu;sui oxmnog QC CO O CM H t* O tO CO CO rH H • CQ l> CO CO O rH • O CO CM * •ejoxonjxsui 9xgg[ i* ex exexexexornexexrHc-exexrHexrH H H rH •uox^BinniOTiap snoiSixag; O 43 -PH o o o • - CO 00 00 00 CO 00 00 00 00 CO 00 CO CO 00 rH rH HHHHHHHHHHHHHHH 1818 1835 1843 1867 •jopiBgo J° 9l'BCE M CO COH^OiWOOOONNOOifflH • CD . CO 05 CO CO Hi CO CO O H* CO CO tO CO • (M • 00 00 00 OO CO 00 00 00 00 00 CO CO .00 • t- ! CO oo ! 00 ° rH • rH Location. Si > Jz P c t: 1 i i * i ; * i g Ji# ! 1 jf8£ ! i !I3« 1 ha HHHi Liberty, N. Y . Lima, N. Y . Lisle, N. Y . Lowville, N. Y . Macedon Centre, N. Y ... Malone, N. Y . Manlius, N. Y . Marion, N. Y . Mechanicsville, N. Y . Mechanicsville, N. Y . Mexico, N. Y . . . Middleburgh, N. Y . : : :>+ : ; si i^g-1 'Oci CO Name. I H J ? c r£ c If. a p 5 0 0 0 a ji a E- Young Ladies.*1 Jamestown Union School and Col¬ legiate Institute. Lansinghurgh Academy* . Lawrenceville Academy* . Le Boy Academic Institute _ ... Liberty Normal Institute . Genesee Wesleyan Seminary . Lisle Union School . Lowville Academy* . Macedon Academy . Franklin Academy . St. John’s School for Boys* . Marion Collegiate Institute* . Mechanicsville Academy . Select Family School . Mexico Academy . Middleburgh English, French, and Classical Institute.* Montgomery Academy . Nassau Academy _ '. . New Berlin Academy . Trinity School a . . . CO t> 00 O O 1 , _ _ _ . _ ^lOOt'OCQO jCMCMCMCMCMCMCMCMCMCMCO CO CO CO CO OO !> t> t> l> t>* STATISTICAL TABLES, 549 ^ ; | CM | CO CO • rH O 1 13 rH • CM O O O CM : ^ O CO CM O i ^ : CO CO O ^ : - CO CM CO ■«- » * 10 0 CM r* 0 00 CO j O to co to CM tM OO O iO CM O 00 t- CM 0 .S : is : • 00 • 0 CM 0 CM tH tO rH CM O CO OOOOO ^ -«fO CO w ! ^ CM to ^ to O CO rH rH rO O CO O CO CO CO CO j 0 O CD O • O ro CM CM 00 lO O CM OO rH 0*0 O • O ^ Cl • *H rH tH O Tt< • CM to O lO y—f CO CM • l> (M CM 00 10 I O O • 00 r-1 00 0 C3 to O • O-J 00 • O OO O CM O O tO i-H «^OLOOOt^C4(MOOO tO O CM 0 ^ to 00 CO 0 to O O O tH CM 00 O Cl 6 2 11 12 1 1 2 1 T* O to rH rH CM j co CM • t> CO 00 CM CM CO r> 00 I> Tj< 0 CO ^ l> CO 0 • CO CO Th CM CO rH Reform’d R.C . O O 0 a op cp p p 0 0 ft ft 0 0 03 § 6 fc P Ron- sect Friends . © ® © ® w p a 0 0 & J2S ■ « "t • © a ! ® 0 OP c .0 c |2 O IS O |fe: \ i S P^l E. A. Grihhens and D. Beach, jr. Alfred M. Cotte, A. M . Mile. Ruel and Miss Annie Brown. Miles. F. andM. Charbonnier Benjamin Smith, A. M . 1 5 p ; c j ^ > p > c - h 1 P 5 & j 1 5 t- 2 0 j 1 £ i > ) • r: : -g ^ 3 c3 'Z ; “ 1 | 5 s 1 a 1- 3 ^ ? i p £ i 3 2 > P ^ : .2 f i £% 3 a > Gr^ 1 § % j © a 1 P^ George W. Clarke, PH. n . Joseph D. Hull . John B. Hays, M. d . Mrs. J. J. Roberts and Miss Walker. Ifodnmo A ^A1q PaoIi 3 l l 0 1 c i • •2 3 a 1 1 3 2 3 1875 1835 1858 1848 1820 1865 1868 1873 1854 1871 1860 1867 1867 1872 1864 1849 1843 1864 1854. 1877 1868 1835 1858 0 0 0 _ O ■ . •C0-t5-*3H|>ri-g©4 *"0 I® £ k. H-3 ^ t-H O 02 hj ©iH Q gr) k< ® ® ^ ^ 43 . ® *1* “**!*§*§* §Nsii 1^.* 3i£i*p^H|t*,a^ It* ©C’--'®|M©!a®c3®[H©c3®toH-i©P‘-©co©P4H©io©f£i©p,-®i©®®P"® iaiz; ^ Jz; Jz; [z; 6 6 ^ £ [z; ^ Jzjfz; jzj k!*- rg gP ^V S O £ ££ £ g © co © r* © -S £ }2J ^ > «m o cSk, ® ^ aHp £ g £® ©•« ®^i £i r2? ■Q L >s 25 >5 £ S M ® £ cj © © a* 'gi-5'o a.SR§ a-s © 0 sM ®>h-3 V p.2 S=2 w> W ho S o o P g©_ P) P o'© 2 P S3£-,» a & a3 a cs t® |-g r ®la 53 |p | S §bC|g £pj.g S 2 © © <} 1 fr ■s -2 M 3 3 a w -g 3 £ 2 £ ® <2; ^-3 9 1% § ^-g ®cc ,2p ■h a ^ 'gJS .M 5P a5 ® ”rH.®a3 "® 3^3 © p § 2 A Sfl^H ■3 w fcC© Phw)§ | Jp£g ot~K)cior-ie'je>orj< 10 o t~~ ccc-rocpTji'^1^'^'^ -t< -r -t £> t - t- L- l> tr- t> t- O t- L- t> OOOOr-H COO rf ~P »0 O O O O O O O O O L- t- t>- t- t- L- t- L- t'- t> l> From Keport of the Commissioner of Education for 1879. a These statistics are for the year 1879. & Includes pupils in course in modern languages, c Temporarily suspended. Table VI. — Statistics of institutions for secondary instruction for 1880, fc. — Continued. 550 REPORT OF THE COMMISSIONER OF EDUCATION. *.i«a.£ onuapcoe pex jo osop earns poqos opijuaios pajapg; GO • • • • Q * Q .* 1 0 | • *11 1 lit ; © CO - Number of students. •iB9i£ oiraapcDC jsiq jo asop earns aSaxioa paiajug- rH 1 © • 1 O r-H ©O^ • Th rH • i * i ! ° ; •aSaXioo ui asxnoa apijuaras joj’^criJcda.Tj H • • • •© • O ^ • to © • i ° © • •aSaxxoo ui as.iuoo xcoisscp joj SuTi-Bdajj « H © rH • * • CO©rH CO © 00 • • • © © © l> © CM rH ! 10 © * •aX'cuiag; H r* • © t>» i CO 00 © lO b- • © ^ CM © • Tj< • © 40 © CO CM Cl © ©'" •9I8K © T* • • ^ 00 © ^ rJ^HCO LO © 'Hi i T* • rH CM -HU> t> 00 © • (M (M • © • O 200 109 478 35 74 24 91 71 122 108 138 120 35 51 © © ©^ •sroprupui axrnnag; 30 O 00 • "Hi © •CO'O'H*©'** : - rH © •eaopuj^sut © • 00 CM CM © (Nt>iO l> t— t> E- C- C~ t- t— C- t— 1859 | I860 | Francis D. Hodgson, A. M - i Non-sect i 3 i 8 i481 j226 |255 i406 STATISTICAL TABLES, 55 i I CO o o CO 00 I 05 O O 03 oq co • co co HO CO C3 I C3 O 03 CO iO l> C3 C3 03 » o o o o © .®‘C t> * ^ CJ f_i hj 3 rd fd rd ^3 pd ?-( rj -Id ® "K ® ©oopjo-ed ®d o ® O® O O OM o ® O Ph Ph PhPhP3 W W PhM 02M02Scc m rd ©, pdCZJcd c/2 8cs42 6J0W) W) i g,d.s.9 N : : 'A i : !&hH ^oi? wipH-S'i:;” a-d pj pj f-i .H o o o ft c/2 c/2 m m m \ ta • be d :.9 .s In ©.O flf II 5* 'dco © I pi ; S lc:w § ig? N :_g C+H lZj «jd cc dfi : a. Zi o d § E PI^P^ 'd*. S ^ gPn -P ^ -DS cc cc ' ^ tft H-> * I ;.S g d br- : d g -e a d ■ h h5 © .g tJ 2 rd as d 'c .9£rSSjo flo o'5S d © .d u o d 02 hfl ® drd ©ling’s ^§udSft Phco cctccc Jn'd o d o © rd^ ©^ CC >, *?3 g |a 3 d m g 7} ii pOpft la d o N : : ^ . „ :S i'g, i| :«2 • a • rH Pid ^! §-§_- §p in ©rarjiS^2 bJD 00 'Ph >TiH rt g.S g o :s,s:§§*5ad O NccPhc c5 • O H 03 CO ^ l o CC • 00 co 00 00 CC 00 oc • r> i> c- t> t> l- r- CC C5 05 O 05 o L- CO H (M CO H O o r^00C5Oi— OOOOO O OOOi-Hr- 00 00 00 OC 00 00 OOQQOOOQOC From Keport of the Commissioner of Education for 1879. a Also three lecturers. Table VI. — Statistics of institutions for secondary instruction for 1880, fyc. — Continued. 552 REPORT OF THE COMMISSIONER OF EDUCATION. Number of students. MB9.£ 0IUI9pB0B JSBX jo osop 90UIS potps opxjugps p9J9}aa[ IS O ID • ■ d 00 ; • O . . O d O O CO d rH » •jceA oimapro-B jsb[ JO 9S0p 90UIS 9§9[P9 p9r9JUg[ 17 O CD j Cl ^ d • • O 05 | rH l£5 OH ■ 03 ® ‘ •aggpoo ui Qsrnoo ogrjugps aoj gai.ied9.i * CO t> o i • • 0 0 • ■ 0 d Th * • . rH • • » •oSgpoo ui 9srno9 jcoissep roj Sairedorj 3 i O t> • 00 O CD • d ; 05 rj< ID CO ID rh ID CO CD CO d th rH •sggBngaBX uigpom up 14 O O to O ID O ID O d OO • O O • '• OOOO L- (N^H d HH l> rH • CO • * rH HH •9smoo xBOTsecxo up 13 O t^OCO ID O CO CD CD 00^000 ID b- OOCDO dd COdH CO Cl H CD d — i DH HH ’ -9SJU09 qspgag; up H O CUD t> O^OM> O 00 CD O O ID CD iDOOO b- dH(M HOOOOH H 00 D iO Cl D O d d ID H CO CO rH •aXBUigd ii diD • ■ OOHH ID 00 O O ID d 00 CO «’ rj* O CO r H ^ • • CO CD Q H iD © CO CUD t> ‘ d rfr) * • d d * rH •9IBK © H CD t*‘1D IDH aDD »OOCOO 00 »D COO-^O CO CO 1 CO TjlOO *T^rH • ID H d ID t> CO CO CO • • • d th rH *1W>I Si O CD ID ID ID H O CO D lDOOOt>tD O CO tH O 00 O t> t^^CO HOOCOOtN QOOO^H ID «H LOCOOt> rH CO rH rH CO •sjo^onj^sai oremaji 00 rH CO ID • • rH ID rti tH H H (N CO >D CDd d'rfd •siojoiujsui opK i* 05 (MNO OCOHHOI COHOIHN rH 01 05 lO <5J •uoijBUiaiougp snoiSipy; © +3 +3 += +3 . +3 43) 43 . 43+3+3+3+3 ■ +3 +3 t ©, ■ o o © o • ©©O'.®©®©© ; © © • cs+s to to CO to -to®to^2 (0 to to to © ;© SO^H^j pi fi 1=1 a Hpipipig =3 i=i a si 1=4 • i si ©fe p 0 000 .ojog 00000 ; 0 0 gf5- & Principal. Dr. G. Odendall and H. Sterzing. "Wesley C. Ginn, A. M . Miss H. L. Bulkley . A. Armagnac, a. m., and David A. Rowe, A. M. Rev. James Starr Clark, s.t.d. T. Newton Willson, a. m . JMnuy a . wucox . Emmet Belknap, a. b . Samuel S. Hartwell . Mrs .T r. (T Piatt. Strong Comstock, a. m . J. Carlton Norris . W. S. Austin . Alvin P. Chapin, A. M . A. G. McAllister, A. M . Rev. A. W. Cummings, D. D., LL. D. James B. McGiffert . Oliver R. Willis, A. M., ph. d. . M. Earl Dunham, d.d., ph.d. L. W. Baker . . •uoijBztUBgjo jo 9jB

D N t-lDHOD b- CD ID CO CD CO rH iD CD 00 000000 0000000000 rH H H H HHHHH 1853 1842 1856 1853 1854 1871 1851 1845 1828 1840 •J9JJCH0 JO 9JB(P w 1867 1834 1837 1852 1854 1842 1860 1853 1854 1879 1851 0 1845 1839 Location. C) Staoleton (Staten Island), N. Y. Syracuse, N. Y . Tarry town, N. Y . Tarry town, N. Y . Tivoli, N. Y . Troy, N. Y . IJn > g9J t : 'if>i : : : hL: : : : ifc : : .§ g 1-HXrHrHOO O M j CO rH M O HO rH • rH O OOlO rH CM rH tH O • rH Id ■ r- rH OMOOrH • • • CM rH • tH NO HOl> o CM M O O rH CM CM °° S CM CD O H CM id M4 O O id Id id rH CM CM CM CO CM id tH • o • • o o • 00 . . CD rH O O OH O rH tH O id CD • xo • oo o >£> OQ • O lO t>H lO • rH cq r—i CM M< O O t>OlO l> l> id CD O CD r— M rH CO tH CO Mi id Id CO X OOt>HldOOO rH rH M CM CM CM O rH • CO • OOIOIOL^HIOOOIO • t-0 t> » ^^H^OOWOW 50 ■ tH b- O O X O iG> l> ' CO M O CO CO M CO CO . CM rH rH O O X id O 05 id rH N O LC H CD Ld H Ld CM CM Id CM C5 COldCDCMXCDX id tH *0 • — i IfO O OMN^HOCJCOM L— CC CM Tf rH CM HCO(M^ CO 30 84 14 46 CO CD O MH lOHOH O «D .^ocot^o W O LO UO N N ® l> o ■ co co- CO i CM lO Id • CO X CM O CO i-l to CO 00 Cl O O CO O O tH S3 CO a> Tt< -^1 CO CO rH M iM CO X O O M* LOiOCO^OO^HCOl>lOD O lO CO X LO O X CO M rH t> LO Hi CO CO r— i CM rH r-< o os r-i co io cj in ci i* o oo io ci r-i nl »© OS ^ifOO^CIH Clt-L-COCOOS'g-^ 1— 1 1—1 1—1 d B Id tH C-J WHO nn'HOOOnH |iH jlNHHHO CQ>-l©C|C * ej 43 PhH-3 O OV (B K O C8 O © © grtJJS ©CO © ro od ^ m n co ccH © h*r;j3 ? fl d _h ! ® ® ‘ ® a ? d a a- d © w a d Ph d © d © oofS^ffioPio s ^ ® ■£ '_£ l2. ©^tjOjJo'S upqftpgfi^ ^ 2 < :-© pj=§ ||eh ■gWW; 2 <^ t» 8 ^ o H -2>§^o'£aV g^ Jj Nil ' <1 a p •< 8 ^ o"fl O W ^ r-f O-S ® - - ■ ’ "1 » 02 arj.§r^ a ^EHFFAO A _ big 3 J*2 ^>.3 0-| ■g ’R 3 r® ® 3 3 IwiS.-Shi OCJOt'OOWOOO i CO t> H O CO Id X X !>■ i CD id t> CD t*- CO id ‘ 00 00 00 w°» IS J2? K «r2d >£ :oq o ;o a '66 > o ^ ^ ^ ^ ^ ^ ^ ® ifcS To >o^ tfTsg £ . t © .a^5 8 -=a be? Ct i— ■ Tn tt m ~ . _ w ^ — i »r-i -p. • © ah o cj *r §*12sl£. oO g-gjogji^ Sl**lS§2 .©.+■!:+-? © O^'C ■“ lo^oq :o °. ag (£§£ g" ^sSl'Sgl. 'ft? g® gH2 •sa|g|a3 o o H 3:qj 12 •o .Sof ol o © :o :A :23 : ©2 0*00 o°||® | }*gafe8SgS&5 ►L \cs © © ci ©fl o « ® S! ^ « o h S u£c,®,®s s s esfigsgsr KZK'cjpqa3P®53S'd F!*!* pqoooofiPH^OcieWHl^ FFF^s d tt i"! si © S irr ^5 ‘ * ^O ' - w ziamh 111112 S§ 8 jo, o ks3 2 h flilt^l ©N'gJS-S.a p :T “.32 jtg ■ be ■ a :h o I J* r3 1 ® r3 02 2t» ®^q • o t>> :<1 3i s © a ^ ^3 bJO , , 1—5 W ' * "7 .j L__J \JJ. 73 bin 1 cl £5 co ^ ( I 3 !f3'-g^2-&£ | ^ ©rrt O ©SuuSi '3 ' ZH' CD S O bdo fl ® >pq © © § O 90S Sv3T° ^02 0^1^22-1: •Slw 3 |wq^ ! m! t*t ^r^FM02E-lf d S rt $ . ?S f K d r-^ ^ n coco<_ _ 00 00 CO cc 00 00 X ONOOCiOHlMCO^lO o o co co r- t- n t- i- xxxxxxxxxx *From Report of tlie CommissioBer of Education for 1879. & Temporarily closed. a During winter term only. c Report is for six months of the year only, since which there has been no school. Table YI. — Statistics of institutions for secondary instruction for 1880, ^c.— Continued. 554 REPORT OF THE COMMISSIONER OF EDUCATION. Number of students. *JB9j£ OTOX9PBOB JSBX JO 980X9 90UTB xoo’qos OTJTJUaiOS P919jua; 5 1 O • • O CO . . - (M • (M • • O . . c^3 •929XX00 UI 9SIU09 XB9IS8BI9 JOJ '2utIBd9J J X* oco COO • • rH CO (M • 00 • • •9SJU09 XB918SBX0 UJ « 1 ^ o rH c- o aoo o • • rH 'HH< 00 OO ! Ttt W CO (M 00 iO • rH O LO t> O I> H CO CM CO Cl ' (M t— 1 CQ H (M rf rH • rH ,'9M © tH : • 1 PH © L* 0) © 3 o.in.o . & > 55 < § •2 ; ' ' © ; © W **3 S-S.tSS'S rilSlISi o^Hpj j? O OIXSO HHI>HO«H O lOWI>H LO O lO t> -t lO iSi CO 00 00 OO 00 O0 00 00 00 00 00 00 1 -3 w © w : B ® : — o o T" So o « ; d 3 © ■ 3 .-g .2 © 0.2^8 °fS ^ 3 ’ ijsli i°. OdHPPp, © d s © a-^ 3 d«2 * © b OQ b 03 g^o fc § § ®oS 02 it r©_ js HrS O « go 3 2 ow © t>> a •ga^ 33 2 >, to c3n© 9 g © ci © ►J >s a 1 iloi jS «^l||s © s ® ©433 © © a w« 2^3 es.9 fl =?,R*rtiS s g-c aH •gOQM^.gH § ◄ 8 |go8^3ba — i © H ® h H J 2.3 2* J'£§3A3§3 3S-Sgd o^ppd WbWPt>^3 CO 00 O L- L- U- t- lOHtMCO 00 00 00 00 00 Madison, Ohio . | 184G I 1846 | E. B. Oh STATISTICAL TABLES. OX ; o oo ! I CO rH lO CO CO r-i CO ® ® • oq^q^q • o®o gP g : g®oo g g © o PhPPh • 6PhP3Ph « 6 ^6 go 66 6 6^ g6 f P NpfcP PP P P'NPP ^ . £ ® o 'S bfi£ ©*21—1 © ®*2 s-g^ pH £ o >S.2 e3 £pg sag ^ *1 © ha “?JpP ^P > HPPP M a i 3 •qPtjP te®fe&'-o-H |^«|aps§g*f Ph-^’Z! § |.2§66s-g3 SPm^ ^mPPPPP i^JSg © bfi t^o CO oo CO 00 53® £ © © -TO - «3® •sSl ijs ® o^a „j.2 9 3ofl >> o ®'| H t> t> a .. s a _ 02 02 02 72 30 °-A0- to hjgo c£ SO. _ a J fl-f ISS1 ■ a4 • 3 :o : O O a .2 *3 -- a qO §> ® 5 jJg IPO°. "' ^flll © 03 PhO Pv 1,0 -3 EH H Eh ^ H csj <1 <1 bC © o - © © ©" © r® u ?H f- U fe 0000 ^bJO A ^ Oo °-g Ms p£ r© SSTi © o o o PPPP S| OP Pa2 02 ®^q ® s hMp So ©o ll As k a g a 5 © ? PH • O aS “a o o 5 &<%% cfls? o op £ rt rt ® © © H U72 © .O ©Q „gH • 0.2 « » 0'S a ®P © S a— a ®;a :Bg|l: PPP >> a © © © e3 ’3) o ,® j, ‘ >s ® S o © oo -+3 s a ^ P g-a •'r-i p -W Sp g ®®do"5Hfiao ^sWOfl^po ®© S ^ ia e_, •a a a S'© © . a ©'? ®.SU§ ?r-9 3 a -. ja as © Sr o bn— ip^^?!-2a^g 5 <3-2 ap^ Pi® mww¥\ cccQOP . . o ®^^i a ®'a ts © . ^M-q^rn B « 0-2 ® § C'go'3 3M 2 a btp birq o •alBBfl? ® a § bn a ,a © © o © i%Ti& O’ 2 o P o &i i! H a a © ^ool « ft ^a5 Us 72 'a S* H® S a a o © si 02 ^ P-. < ■ • • t • ■ it CO •9§9n00 UI 98JU00 0giJU9T0S JOj’SuiIBdajj; 0 • • • rH ' • C^4 CO (M O •• CM •9S9[X09 up 9Sxnoo xBOiesepo joj §aijBd9j 10) • ' • • r-» •89§BU3aBX XLI9p0ni up pH Ot>OT*i lOOOOCOO 0 LOiO CM CO CM ^ CM CM * S 89 •98XU09 XBOtSSTjpO Up w pH 0 ^ to iO> 0 0 0 to 0 10 t> ' CO CQ H H CM H CO O CO O •9SJU00 qeipSag; up pH 0 CO to to 00 • OC to 0 0 to 0 CO t> CO -oh CO tOrji to O •gpurag^p pH to OOO coo *ooo 00 lOlOI> L^r^COCM CO CM *^CO OOtjiO CM CM O to 00 to CO CM •9JBK © pH tO • tO tO O tO O O CO 00 CM • CM • Tf< CM tt CM tt tO O tO l> *00 23 21 40 22 •IBJOX Ci OO tO tO CO tO O O rH CO t> IO ^ O Tji U- Tj< O CO ‘CO tO ; Tji O tO rH O tO O ^ CM O CO to •siojomjsut o^ucua^ GO CO CO rH ' T*iCOCMCO(M O tOt-CM CM 0 00 w •siojoujjeut 9iuj^[ CO • CO rH rH tO CO CO CO CO CO • t> CO CO CM CM •uopjBUioiouap snoiSTpxp o o ' © © e3 rt 03 § gOp^ .2 S-l P ! <3 • ® Pm ^p^pqfM Pm 02 — w © „ 6.2^gp^|SPH.a o < g u 2" j ® 'S ^ »!§>§£ *?SW^ S'fl 3*5 2 auJkH 2 'P P4 P-i •UOTJBZiaB3,IO JO 9JB(J ■H4 tO rH 10 I>o GO 00 CO 00 GO 00 CO 00 00 00 00 CO M9JXBI10 JO 9JBQ «8 c3 J r> 00 00 H CO CO 00 00 00 *4 ® 0 3**2 w> : :a p-i cl a R > bcc^ 2 : j^ + fee - M q 'g q PS - a c3 c3 >, f .So&g go'dSo £ P^o? 1.253 £ ©q£2>2 ^ .2 .2* o l .aSs® ,q o © o q 2 f-htjf pqpQWU QOflRH r-'’ ” 2r© is 88 W hs ! • la © ... .2 © : : : g 2 : : S iVii 1 -g d ;gty . a © aw m . .3 g © m a ga q ® •hCO Kip’ q _, fi 3|3 a H C3 3 3 bg> ® § rSH®iCrS 1 *73 d £? n3 © § a q <1 ®jr :s 'i ® a h ©-■■2 © to a £3 s >s': ?a st* ^Jg-gSS .113113 ® S ® 5h o "£ r©< +S .2 ^ f- rC) ^ , .S^&gQQSa- H HojMo H >•■=! ,-; ®2 -3 IfilH •+2 2 ® b-, 2 .-, 3® .2 e?.S “ q 0^2 So p S C3 *■— 1 as a a 05 a a o STATISTICAL TABLES. 55 T : : : : 2 0 O : : : rH O rH o • • • CIS . CO 04 • *040 CO i i • CO o • o • : i i oo • • • • ' • © 04 • • • CO o CO o rH 04 • CO 00 rH 04 04 CO H* CO CO rH rH lO • • • Hi > lO o - o i • • CO t> O 04 Hi 1 i-O X O 04 rH -04 50 | 37 75 9 o o 00 60 90 • 04 04 lO O O GO 04 CO l> O 04 04 rH rH lO 45 10 60 54 o 3 o 21 ■ OlO(M • CO r-i CO O GO I OOCOCOt> t> O • CO CD H HI GO CO 40 .... 95 6 113 78 25 870 60 93 ^ CO 00 • O • r-f H< O • CO ^H CO *0 • H i 04 OJ 04 • rH 04 04 50 40 55 0 40 63 34 50 0 60 93 CO Hi • 04 • O Hi LO OClOH CO 04 ’CO • o COCO CO CO lO CO 00 175 95 60 50 44 36 870 000004 O O GOO O CO rH lO t>cokoco -h o ioo tooho o iO 175 50 40 55 95 60 40 113 78 36 50 ,870 A _ . 60 93 C4 CO CO • O • 04 *0 ■ ■ 04 rH rH • t-COrHlOOHilOHtrH GO 04 12 7 rH rH 04 CO HI rH rH 04 O 04 CO rH rH CO rHC0040400COC>0 04 CO H< • 04 Friends . Ev. Lutk Moray .. Moray .. e.c _ ■+2 ©S' +2 '0+2 © O ' B O © © ta © t> os © ® “-2 “ ® i PI fl p, fl . fl ° ° c? 0,9 > © i }25 ftpq Non-sect P.E . Baptist. - E.C . Eef. P . . . Presb . . . Friends . Friends . > o ; o 1 ® ! i S J ! ps i A. W. Potter . Key. J. It. Dimm, A. H . Itev. H. A. Brickeu stein . F. D. Eickert aud G. W. Hepp. Mother M. de Sales Ihmsen, superior. S within C. Shortlidge, A. m.. ThomasL.Hazzard,A.M.,M. D. Eev. Johnston E. Walter - Eev. George M. Spargrove . . Kev. Eugene Leibert . Aaron E. Gobble . Erving L. Eichardson, A. M . . John W. Loch, A. M., ph. d. . . M. E. Alexander. A. n _ Eev. James W. Eobins, d.d., head master. AvneaTrwin _ . Misses A. C. Webb and L. T. Scott. Misses I. and H. I. Anable . . Edward Eoth, A. M . Eev. J. W. Eaires, d. d . Lizzie Pratt . John H. Dillingham . a ►j « 1 S [it i 1 3p= 1 » • . CO CO . . CO CO • • CO CO o ■ » n CD GO 0 • • CO 1787 O 1858 Square, Pa . 1 m, Pa . Pa . l . hela City, Pa .. . iant, Pa . die, Pa . , Pa . . lin, Pa . anon, Pa . ! (3 «S ,PP(P r a"£ • > b >hia, Pa. (corner md Juniper sts. ) . •Ilia, Pa. (1834 street). •hia, Pa . . •hia, Pa. (1350 reet). •hia, Pa. (337 S. itreet). •hia, Pa. (247 S. •eet) . •hia, Pa. (1221 b street). •hia, Pa. (Girard and 17th street), •hia, Pa. (4th and streets). •hia, Pa. (820 street). •hia, Pa. (137 N. •et). •hia, Pa . •hia, Pa. (2045 b street). •hia, Pa. (1613 ut street). •hia, Pa. (Chest- 1). •hia, Pa. (1325 ad street). ,-T pH §2 ® P'S fl^ | £ O jX* r^.r^.r^.rsr. r, . n . p^ , , -V Nfc/ W W ^ L ^3.9 9^ 13 fl3 4S co Ph PM Ph © 3 © fl ■P p'P © <3 ® P 9 ) © p - 3 3 cS c< ©m © u igo^s p p pp p p p 3’-9^3^'r9 fll3^ a I >> i® a _ © a's 3 9 : t*< °i a p 2M * co _ =S o fl 03 £>« p 9 §.2£ • • X M fl *oq rH : ^®g i 2 <1 .‘S co s* vsISMS* 3coM ©r^i3 aga 3 3l n-2 ^3 S-g’ £ ^fctaJzjOHfV a ©% Ip a 55 3 teH J P >j 2 ® S p<2 o P W bfl <5 H r3 * © c3 *. ^ d cg h> *3.2“ rs'p ® 3 3 •2hP g 3 « iff 03 .a -2 h'~Ph C5 co co co a .© -|p &h O bf «M O §£ <© H Ph *° <1 H be so p p P P Oi < (M M J © ■ ~ Ci CS Cl mibino us o CS CS 05 CS CS : CS CS CS CS From Eeport of the Commissioner of Education for 1879, Table VI. — Statistics of institutions for secondary instruction for 1880, • •jboA oimapBOB jsux JO 9S0X0 99UI8 9§9[[00 p9J9JUg; ! 5 ^ • • • o * *00 • i i •9§9XX09 UI 9sxno9 opijoaxos jojSoi.i'eda jj 2 i i ® i : i : i ; •9S9XX00 Ul 9SJUOO jeotssep jcoj gntjcdajj *3 H : : s i : i i : : •sagunSatq uiapoin uj 1 3 o cc 58 35 40 28 •gsxnoo xcoissbxo uj to H (M lO CO 7 30 14 42 •9sano9 qsix§U[j op ** H 1G 13 51 40 28 53 25 22 •9X^019^ l s • 00 oooooco • in (mo O tti lO • rH Q (M •9TCH © H o • o 46 110 10 50 18 CO O CD O CO O no ' H > i> 1 © . © a © © OOPh PhPh a © e£ 2 2 "3 ife* $ •"I s ^ ri«i Cw o .. £ S&A, o5 00 © ^ © c'rp •< 0-3 o PI fl-gr-l irf A WS a a" a- ° Cw >§ a2 pg©P3 fe k: a 2 Ph OPh^Q H g « O o ^ . 00 CO oc ^ JO *0 I lO lO CO CO 00 00 • 00 GC 00 00 t- ^ o ^ a ^ co CO lO CO CO t> o t> 00 00 00 00 oo GO 00 a be© fe PPh Ah „- BaJ £ 2 vs © © .a Phm uitji a * 12: aa a beg a £ © o EHH: aPn Ah’ - 3 “A jl2 % § c3 c3 ^ S . © Ph ©PP-SPh^ E © ® © rt fa ^ iD-*j « ■-.• 25 g 9Pn O +jT •4^ 45 9,^245 2 _’-*! o -a Eblg .gpq £«2 g •+3 !7! +=> !£2 23 +■> 5 *2 0 co co 0 tp ojn^rzj £ £ £ £ :P3 :w 11 | H : ©p4 2p3© : §.o _« cs 3 b-aara a Ph Cfigco'l © o 3 © ©H 2 >Hpq^^ pn © 032 ©^fl" 2 ^=2 > ©Sa 2>E Ph Ph PP O W : a ■g aaa M tO^ >» iSr- ® ■g‘3 2 s iS Mg ^2 II Jfl §11 §1 a 0^3 3 k^0 O^, >, bC.® j/2 $CQ a^.3ro S © .2 a^-1 sj ® o a a ’2 rt^^cc 3 PHP ^ W 45 i!a ^ © r®!> ■g >» • >=2 ■*o a 1^1, ls«2l 43 i ^q02 be « fe CC I Ph § © 3 3 ||ja i "O be .p .a • cj 2 • t* .S O CO O r-3 o rt £ a f 5 i © w .© : •*4> r© | ■« -p ^ | ^ a W, ^ i a w g ^ o © o a -h % is t* w 2 o © r o'© . -® *a i © -£ ® 2 2 1- » 2° pa b1©? 0,03 >5© • p p $ a^abd (?-p ® = a 2 3 ©i^ 3 gW-aco^ a^S « Ph Ph m Ph P t> CO o o Ci S3 03 C3 S3 S3 O CO tJ< lO S3 O O O 3 © O O © O From Report of the Commissioner of Education for 1879. a Attendance during winter, b These statistics are for 1879. Table VI.— Statistics of institutions for secondary instruction for 1880, $c.— Continued. 560 REPORT OF THE COMMISSIONER OF EDUCATION. Number of students. ’Ji39if oirnopcac jsbx jo geop coins xoo’qos opxjaaios porojug; 2 i i ; © : : : : : : © * © • • * in cq • * © ■jucA oiumpBou jbbx JO 9S0p 90UTS 9S9HO0 p9J9JUg l ° i ° CO © • • • rH CQ • • © • rH ii» ^ O ' © © •939XXOO nt osxnoDopijnaios roj “urirdaij 16 | : • © © • © • • • in * ' © © •9§9noo ttl 98in09 XB0ISSBX9 JOJ gaiiBdcj J 3 1 “ T* CO • • • CQ t— i ■ © cq • • m • • m © i i i Qq i i •89§Bn®UB[ nj9poni nj 14 1 i • © W • O ' © © CO • • © • © • © • © © Cl CQ © • ; • CQ CO H •gsjnoo poissrp nj 13 CQ *H rH © © t> 03 © © CO CQ rH CQ H Hoom *00 ■ m © cq cq co CQ rH • • C ^Hnrl •9S.IU00 t[ST[§Ug UJ 2 CO CO CC t> o 5o ^ LO © O CQ © © © © © © © © © CQ ^ © © CQ CO CO CO 1-0 CQ •cXBiaog; 11 ■ CO CO • ^© CO m io CQ 00 ■ © CO CQ cq — « © m m o Ln © © o cv rHCOCQ CO CO CO CQ © © *H '^W 3 ' ; 00 • >~'©CQ • O Til © • © © ©in CO '.^© coco • rH © © © in • *©m©© rH riCOCO in • 1 O t> m O rH •injox a 1 © OHOOOlO^OLOO WO MOOOl>t>lQOO^O COCO 1 S rH rH rH cq i>- © © m © m in © © co cq © m © co go t> co r-. o cq- •saojonjjsui oxunrag; GfO [ COWiOri • ■ -V 'ft •<*< cq rH CQ © j CQ CO rH CQ CO j ; •sjojotujski 9{T3j\[ j NHIOHHNHHN co» ^ CO . « LO ■ ‘O t> © ° ° . .CO .00 CO 00 £2 ■ Tji . .to . O cq 00 "'t* . t> i i h • t>- m © co » 00 • • co • CO 00 oo 5 Location. « Chester, S. C . Clinton. S. C . Columbia, S. C . G-owensville, S. C . Greenwood, S. C . . . Lexington, S. C . . Beidville, S. C . William ston, S. C . Alexandria, Tenn . Bristol, Tenn . Butler, Tenn . Cairo. Tenn . Centreville, Tenn . Chapel Hill, Tenn . . Charleston, Tenn . Chatata, Tenn . Chattanooga, Tenn . Clarksville, Tenn . Clear Branch, Tenn . Cog Hill, Tenn . Covington, Tenn . Culleoka, Tenn . Durhamville, Tenn . Name. H Brainerd Institute . Clinton High School . Benedict Institute . Gowensville Seminary . Brewer Normal School . — Lexington High School* . Beidville Female College* . Male Academy . Masonic Male and Female Acad¬ emy. Sullins Female College* . Enon Seminary 5 . . . Cairo Institute . Centreville High School . Chapel Hill Academy . Charleston Academy* . Chatata Seminary . Chattanooga Female Seminary*. . . Clarksville Female Academy . Flag Pond Seminary . Cane Creek Academy . Tipton Female Seminary . Culleoka Institute*... . Hatchie Academy . . . ci ?i :i :i :i :i r: :: co co co eo co co co h* ^ h* ^ rt»- ooooooooo oooooo ooooooo © HHHHrlrlHrtH rlHHrlrlrl HHHriHHn r-4 Fall Branch, Tenn . I . I 1879 I Lilbei STATISTICAL TABLES. 561 rH 04 4 • • • CO <0 « Tf i i ; : j° I • 04 O 04 04 • • ^ lO 30 10 • iO ; ; ; ; ;0 co no o o . . O ■ o • o no x • • 04 • • CQ o no : ^ 1-1 : : rH rH 1 ! rH ’ 04 04 lO ' CO MO^O • X o o no • O nO *04 X ^ • 'O X O • C5 O 04 o no T— 1 1 ^ : rH rH ;iO^ ; • • rH rH 04 O 05 • 04 O lO 04 iO o no * no l>- « O no xonjo 04 t> X © O 05 O no o lO rH ' 04 • rH 04 04 rH rH 04 rH T* 04 X CO o 05 O X i— X CO O kCOrt i CO • O nO • O no (M o o *o O U6 O © o o • o no o C5 t> 04 Gi CO 05 05 04 CO X O X CO > rH ■ O t}h • lO 1 rH • 04 -T 1 04 H T*< CO T*1 Tti X 04 no • t> o X C5 O 1 o > O 04 O X O O t> 04 O lO • o 'omoco ; no X O no X O no O • CO X O no o o o CO 04 ”1 i iH i X rH rji 04 Tfi X 04 1 rH 1 ^ o i ^ -m^oox H no t> X lO 04 04 no 10 S i- O H 04 C ' CO o i oxio • m o co » X no 05 co o • • • no o o ' ’^onoo4 0onoonoo400 o no C -o tO T^i lO lO lO rH • X 05 CO • X in 04 • 1 CO ^ lO CO • • • 04 no 05 - ' 05 X CO t> X X lHH>© D © H,P © a - ©pi -e © g pCD II 5| p4 § . 02CS KHi 3«W < aIm £ si .S oij oWj2 © O . H H ^ r-H bSbfcHjS gf=H > £ft:Sw « a 3aa © © a ff?8 o o © wig W^d >3 t>s M CO g^aSn: © ks a a ©n • h H 2 © 9 _-.tr la °§ at* .. fcJD®, SO 3hp4 2 £< CO -gp£ © 8 £-5 53 .a afft.isuigHoggg „• d P fc> ® .: r* ifift t> ©fid © ©M 2ft P.3 r o «rW %ft «2>? t- t— OC X l> © C5 CO 05 CO t> l- iTO !>• no co i> co X X X X X X X O I> O- t> t>» COCO CO CO CO 00 X X no CO CO O’ X X XOOWXOC3(M05Ci CO © t> t> ^ © t> ’ " X X X X X c - ) X X X X © 05 (M xr r— no XXX C5 rH X X C5 to t>- t>» X X H © a gp © a *jh o - s§ II 2 § ow H § sa © p ww : p © §H a | H a fcH :|n“p’f| _- p eh © a p H © g-oSa g sc .3 f-PJHl^cos .5 © d "S cL © f-1 3 fcD © Hp O pfl§ft§£ ls§ W i-s ^ d tu W d PHJH cS.9 p~ p gH pflfl§§-§ jSSHeil EhEhH © p g .s’.s'.s'SPls -gj'gj'§H'S^ a a a p S § © © © o o o sap H . © ■ .eh : : p; ; . a . •O p P bJClP Pc ©.PH dpd.-PPEH^EH ® ® 5 S S P - jr - cjtJr*-S©®d'^© l^oggsoaolll^f g 'p'p'p © 2 ®S ®-® _ - .r 'a-g'SSlI^i-g-s^lig cJdd®©®©ogSiSs O.P ^ Jz; £ }Z5 ^ ^5 {zj fc o Ph PM ft P4 Ph p © Pr |g- 'gEH- M §gg § ©EH H^laT rS P p Phcoc >3-a a § ©ft - a ^ fcJ)S ba a © « |!ljl!^pH51 p2.aw.a s a as'a s.a |Wft«a.2 '©pd'Sg®Sp2-p'S'|,«S3^J^ ^ k5 p kH p KyK^giS+3 35c Wco^O^coW >5 © d •p © * gs ■ddj a k/m ®5 brj |«]!l gl245 *!!?!§! < . bQ | -30 )^ft ^5 O OD •-* ' £#• a a ,1«^ . 1 50 Pd3 © P ,s3S|?f ■ OWowapm i*a|i h®.'»5 8( ^ 3] © 61^° 1 ®°P *4 O © ^ .1 60 l<10 M O 3mo o o o o M^i00t>x: in io io io io o > _ o o o o o o o no uo m in m in m in m co co co uncoi _» co co co co o o o o o o o C50HNW^mCObXOOHNM CO t'- t>t>t>t>l>t>l>l>l>XCOXX ooooooooooooooo m co XXX o o o 36 e *From Beport of the Commissioner of Education for 1879. b School reopened February, 1880, after several years’ suspension, and a Includes normal students. closed at the end of twenty weeks. Table VI. — Statistics of institutions for secondary instruction for 1880, Sfc. — Continued. 562 REPORT OF THE COMMISSIONER OF EDUCATION. Number of students. •JU9j£ otmopBOU ^sbx jo 9sop 90U18 xooqos 0ptJU9I0S p9J9X.ua; 1 18 o ; ; o • d • •JB9^ OtUlOpBOB JSBX JO 960X0 90UXS 939XX00 p9J9JUa; 5 1 1 d • O d CO O d d H ' •9S9XX00 Ut 9SIU00 0ptJU9I08 JOJ ^UUBdajJ 2 1 ; o o S5 d o • tH . Hi O O CO rH •9§9X[00 Ul 9SXC100 POISSBIO J.0j 'SULIBd9J(X o d ID rH d o H< • ID »D d d • d cd O • ID 05 rH O d • d O 00 05 T3JOJ 1 ® iO CD ID N iD ID ID CQ rH ID l> CO ID 05 O O y—( ID CO CD O 00 Th CD C5 Or^(M 00 LQ rH O CD O rr r- d rH rH rH rH CV 4 161 2 1170 •sio^ouj^sut 9|uni0^; QC - H5QONH • '(MO CO rH jt-s .as M . © O • h MWPhMWm P.ti «6 3 a E.S @ > p © cS MO P ; P sr :§ i&l llH§® iWg'gP HMP o ; — H? h3 *p f^sgV!^ •uotjbziubSjo JO 9JCQ r^OiOl> oo l-^ oo oo co oo i-0 I - 00 00 oo o£oo OMOO t- L- 00 CO 00 00 00 Mdjxerp jo 9jBG o © co H 00 05 . 00 00 l> ; & A p 2 o P • be© © be , M © _ o- w . ■ h a o o HJ§H§g°g i : a •a © :M , © ©“©^ ■ ©02- big afe£?5P®©.£^ 11 ^ c-M o S an a © I goo = « g ^f-s rrf sSg§©££g © Ch <© a a O* ■ O O ;•§ ; ^ :<® : a • 3P 0 ©3 a ©M Sb a a© t» o®d® .2 >* 0 a 9 ®P • Hq 5 ^ ^ ^ P 2.g ^ q als&Sgal ©k *ri O ^ O (— 5 r3 ^MO 0^302 « ^ 4rt Po ^•S|l ©2 cIm p s©©a a ©T^ 00202 .9;r © a W MP M^W oo oj o —i (M co -d< m co t- oo cjo> 00GOO3C5C5O2CRC5 C5C535 «0< OOOOOOOO O © O O rH i STATISTICAL TABLES. 5G; O • O O ID • • (M ^ Tf rH • O 00 00 CD ID O • rH rH CO CO CO CM CD Tfl CM CM CM • CO rH • CM Tfl CM 00 CM • OCDOO • • CM CO Tfl . CC CO CM CM ' • ID CD O • • O CQ O O rH • • ID CO CQ CO H(NH • H lO CO O ID ID CM CM O Tfl O Tft CO 05 ID CD CO O *00 CD CN I> 00 CM CO • JD O CM lD 00 O CMrHOOO • • CD 00 O O O CC CO ID • • rH CM rH • 30 0 • O ^ CD rH • rH Tfl O CD CO CD ID CD Tfl ID t>CM ID ID ID ID rH CM • CO Tfl 0 O ID O O !>OiOiD CO • ^fl CD Tfl Tfl H l>- • rH H Tfl CD CC O H CD C— CM ID • • CM CM rH 35 I OOO • D1 O ID rH O *OOOt> H * • CD rH ID ID 05 • H t>lDlD ID • ID CD ONOOWMO HP'OCDDDC- 00 rH rH — H rH CO rH rH O © op 3 0 HOC ppf* 1 is Non-sect Tt. n _ Cong.... Cong.... Univ.... Non -sect Non- sect P.E . Baptist . Non-sect Univ. . .. Non -sect P.E ... Non- sect Non-sect Baptist . . Non-sect Cong .... Non-sect Non- sect M. E - N on-sect R. C . Non-sect Baptist . Non-sect Univ.... Cong. ... & ;nson . Francis .... igdalen .... A. M . ! H • P • c • a • 1 7, A. B . ing, A. M., 1, A. M . bon, A. M - . Hopkins, 1, A. B . ing, A. M - • i • i 1 H • • r • i Q • • ^ • • S : : Q- : : < : ^ g • . H • • ^ • © C • , r. . . r-i . M C . . HH . rz . rS rr : : : : i : o i : : i : : : : s ; w : : ; ‘ l : : : *.a : • : 3 • • <4 ^ • j Sip * :+s a a §« - © afe i‘3 © © 5» •g3a§|?S g&gsJ-SlS .„ --gOOAi > 2 31 "a CO Sm £ i*? § .•P'g fe u S o ^fcigH 0r,oo| t>-g © © 2 PPl/2 ^ if* l^-ia Wl°l ^ §P | © O . O PW<1!zi l>0 WHC5COOO IT) GO LO O O l> t> co co oo oo co qo oo t^-CM O O ID O ClTfiiOiOHo lOO L- CO ID CD cen.M^O^ 00 co cooooooo OOCOCOCOCOoO 00 00 b- 00 00 00 CO CO H CO 00 oo oo oo C5 CO t> tr¬ ee oo o a ID Tfl 00 co C5 Tfl CO IO 00 00 K K © © HH o © ’3*3 G O pa «M p p c3 a mm H M M x JH © O O © 5 . w> © o' o' o' m.-2 a a a -l>§ > p^r"& ©'| ®.g rt © ^ ?3 MPQSpq IO o -f CD , 00 CO < > Tfl t> CO I CO O r-H » oo oo 00 C5 lO CD -. 00 > fc> - 0 43 g ■slSlaSsilM ppP90MWM-?Pd^ t> gt> >b> _r £? k> i# £?®g 1 c o : fe- t> ro ;- _ S .® tv - rr flj P S<1 a £ O 0+3 PPM J? O ®p H +3 ^ +3 • MO© ^ a I a §3 PH ce eS CO £-3 P C4 ad ® © -“ ! , — t a aS|pO jn >s "S ^ o »,§« « tdPH ® a 1® © g o<^ «p a^H g'g'a © „b OH g _ , .. 0^3 c3 ■ * ^ ^ c3 <1<1 C5MCOpO*5lP6Q ^P o o o PM g g a t'.,o p « S CO o «W P "oo ^ %£ 3 M " M © ^r-l H ,-H ^ r g-ia : « a a"o 9 © O ^ p©d >v*3 ^|S r-4 ^3 s a o af o a do -31 CC(H a ® “ © a® ^3 © ° ^ egg M ® Wp easp^gag^. .25 ©^h 03 . g ® J s"^P-3^*d >3'© a ^ -pS ^ g-| ! a® 0^Pl> RS^iOWOhlbWhl^ H tfl O ®*lH '-' -r-l jSJ a o <1 pi - a SO .^i-Sgo^p 3-3 §^>-.1* CO. 9 2 cjK - a« ©' § a §^--< *2 -3 * L ) w CO ^ r- • < — 3po HMP> 5m "'Or— p o a © a «i-3 a a © P • S 2 2 rC .O C ill H hJ I CQ CO ID CD t> 00 OO From Keport of the Commissioner of Education for 1879. a Sex not reported. b These statistics are for 1879, Table VI. — Statistics of institutions for secondary instruction for 1880, $c. — Continued. Number of students. REPORT OF THE COMM •jeaA onnepeoe jsex jo osojo 1 qp oouis xooqos opijuaxos perejug; | H rssio: rH O NER i • © • OF CO El CM DU< c. iTIC >n. ° ; • ; ■ - •jeaA oiuiapeoe jsbx ^ jo Qsop 99uis oSaxtoD poaojug; | h •<* o T* O j o rH CM tH CM j i •aSaxxoo ux 9Sjnoo oprjuaios aoj Suiaedoa j o H cm o CM O j ID - Th © j • CO j • •eSaxxoa ut 9SXU00 xeaissep .ioj *§ cn.xedajfX H O CM o o • IH CO ID CO • CM O « • •saSenSuex tuepom up H • o CD • ID • tH id i o 00 rH § © © tH © © • rH rH © • •osanoo xeoissexo uj W ri O 00 CO CD CO ID rH CM • O IH • CM CM oo tH CM CD ID tH ID © ID • rH CM tH • •esanoo xxsixSug; uj « (NOiO^OO tH © CM © ^ CM • 00 o • CO ID 11 26 CO CO © H ID O CO ID ID • ID ID ID tH rH CO CM « CM •exetua^ H tH 32 0) 141 0 *60 O • • *D rH rH i © ID ID © © 'ID « ID CM CM tH 'CM • -3]«H © H CD O o o • ^ O ^ 05 • CD CO tH • •' ID 00 CO • • rH ID CD • © ID • © • © • • CM CO • rH • • © NOlOOOO CD 00 tH ID rH CD 00 CO tH C5 rH CM ID CD © rH © © © 'ID • ID ID © t^ rH. ' Cl • CM • rH . •«Mojonjj.sni epjumj QC H^COOHN O • • CO CO O • © CM rH id • • © ID •sjopnx;sui HHHHHCO ID CM CO • • rH tH HHH CM CM CO CM • •uoijeuiuiouop snoiSr[9j[ © C’ng&M Non-sect U. Presb Non-sect Non-sect w Ph ; ; o © © © °°l 1 § 1 ! o • ; ,-p : \%tji : : § _*HrS • • ? :o ; go Pn'pS ;P4 Principal. Davis It. Dewey . Clarence E. Blake, A. M . R. P. Carson . William H. Greenwell . Giles A. Penick . L. M. Blackford, M. A . .TnTin S. Blaelrlvnm Richard L. Carne, A. M . Sister Laocadia, superior . . . Miss F. Page Robinson ...... 1 » 1 > 1 1 i a £ M g o £ t i O D M pi % j . s 5 m c . g • d^ i c«< > ® W. R. Yaughan, A. M., M. d . . . Andrew J.Shipman, A. B _ P. Major . Misses Leache and Wood. . . Sisters of Charity . •uox^uziuuSao jo eject Tf< CM rH O CO O 05 ID © CO CM CO »D 00 00 CO 00 00 00 1839 1869 1833 1869 1871 1731 1731 1869 ID © © CO 00 CO rH 00 lDtH©tHtHlDtHH^ cocooocojooooooo HHHrlHHrlH •je'jjeqo jo eject n 1852 1876 CM ! I 00 • • o O 1803 1803 0 .00 • . © CM i u- • . OO ID .00 • • oo CO Location. « Underbill, Yt . West Brattleboro’, Yt. . . . • i • • • ' C : : • • • C5 ! c8 c8"E r a-m ;fast 1 fl * H £ >'££ ® S M«H!z i <3 f.2 - U a !8| Hg 5 £ * J 5fc« Alexandria, Ya . Alexandria,. Va, . . _ Aylett’s, Ya . Belleville. Ya, _ _ _ 1 c: ■> ) g ! ^ ii Bethel Academy P. 6., Ya. Near Charlottesville. Ya. Charlottesville, Ya . Elk Creek, Va . Gordonsville, Va . Lewinsville, Ya . . Locust Dale, Ya . Norfolk, Ya . Norfolk, Ya . © }S H Bell Institute . . Glen wood Classical Seminary*.. .. School of the Bluestone Mission . . Abingdon Male Academy . Alexandria Academy . Belle Haven Institute . Clarens Home School . Episcopal High School of Yirginia. St. John’s Academy . Si.. Ma.rv’a Aeademv . . . ' Mount Pisgah Academy . Yeates’ Lower Free School a _ Yeates’ Upper Free Schools . Bethel Classical and Military Academy. Piedmont Female Institute* _ _ _ Thvne Institute _ Elk Creek Academy b . Gordonsville Femaie Institute .... Villanova Academy . . . Locust Dale Academy . . Leache- Wood Seminary* . St. Mary’s Female Academy* . STATISTICAL TABLES. 565 ! ° I ! ° ! 50 CO • CD ! ! ° : : : j*® OS QOOOO (M CO (M • o rH O C5 tD t> (M M rH O CD O rH CM rH rH • t> O CD O • O • rH • 25 00 tO O CM ri rH CM ' o o CD IH T^iOOCO (NOOH 206 30 75 82 O ID rH l> CO Tf* CM 05 CO IO rH CD CO rH cm CM rH rH •!>»ODOiOH • tO CM CM tH CO Ch • o ! ^ CO tH O -CO tO 00 05 'CM lO >0 O b- O O to 1-1 O COO 00 t> • (M tO CO •CDHrJi t* CM O rH IO HHCnI cm cm H CM rH O CO CD CO i O tH H CD O H • rH CM CM rH 117 60 94 CO ' OlOCQ tO « r-i CM CM 13 101 50 '88 49 O rH O CO CD CO CM CO 00 O ■ o • • • ' 05 H LO H • • CM O O Tt< CO tH C5 o t> o »o uo o ooo Ob- oe OXO(M^C5 (MO COO CC t> -H t— ( CM O t-H r— 75 88 90 O CO lO CD CD 05 CO l>- CM CM O rH IO CO CD Cl CM CM CM CM rH O CO CD IH hH to 00 HOOO tO CO tH CM rH rH CM 117 OT CM CD 00 • rft tO rH CO to CO t>cooooo 00 O0 00 00 00 00 hhhhhh 05 05 0 O CD O (M O CD l> CD CD t> CD ^ IO tO tOCOC^t>-CDCDtOCDtO CO CO CO 00 OO 00 00 00 00 00 00 00 00 HHH rH HHHHHHHHH 1799 0 1868 1876 1872 1880 1874 1871 1868 1873 _ 00 rH CD 00 00 rH tH 05 05 05 CD • r- « Tfl • • H1 CD CD tO • O • . CO CO CO 00 * 00 • 00 CO i Norfolk, Va . . Richmond, Ya. (Grace street, bet. 22d and 23d) . 1 . G > i| \lf. Suffolk, Va . Suffolk Va. _ Winchester, Va . Worsham, Va . Charles ten W. Vn, _ !* \l ! A ) at >c French Creek, W. Va _ Harper’s Ferry, W. Va. . . Morgantown, W. Va . Mt. de Chantal, near Wheeling, W. Va. ! rt £ Cfc 1.5 /'a ) 4 ix Wheeling, W. Va . Calvarv. Wis _ _ ; ? s| ! S .9 c > Si • • : « <03 . r“ :S.SP i.9 -= ! e © c 1 rt 0 c ) ! a : V- ■ A ; - ;|s ) ' cr > ! > c 1 c I Z li a is il : a 1^ 7 - r' : 4 5 A : z 3 cc : c Milwaukee, Wis . Milwaukee, Wis . Oconomowoc, Wis . Prairie dn Chien, Wis _ Prairie du Chien, Wis ... . Racine, Wis . Racine, Wis . Rochester, Wis . St. Francis Station, Wis . Sharon, Wis . Walworth, Wis . Georgetown, D. C ....... . §.•§ M 03 fc? B & © i/.. IS ■3.-^ B.3 £j® g«>; I a j -£ © ^ g ®: oC cfi rt t» © gsl§{ psac © © . ft © © © p >-T> t ?© ©9 IS ®-s ©m>-i g o *r- ° a -B gr-.^ in ^-2 - © cao o |?Ill. •§tjo « ® rv n . .in . • g--H © 'r~rHQ Iff ?4|J1? 0>rt ®S> g-g « 9 9 r^illliP a © o rt rtvS B,jj ©_4 few rt ^ ' , eg .tt> 'S C3 B a © S ‘ >*3 S a|ob t»g <3 ®»5 o^.S . a §H jccc'©S ® *3 -h S- o ®S © © I® © - -= h co a m " ■ rt 3 O ra ji ©*<| ■ 2®rt^a®rtflS®a© o tty W iSSB[° Joj itux.iBda.ij •easunSirex xuapoxu up •aeinoa pB°Tss18I0 up •asjnoa qsxxsug up CO OO CO •axBxuag OJ CO lO •UPX CO CO lO ■Riojaxupsux axBozag •siojaxujsux o|bk •uoxjBuxniouap snoxSixag o P3 a •a o £p 02 +a a © A A 'd o * 1 « •§ J S a A N O N S S •hoi^ziu'bSjo jo 00 no ffi 3 os o no CO 00 00 00 •jajjBqa jo ajx?d •O P .15 -no 0 O fH grtjQ® £12 l|I p£ S . ® • O 5a 2!^. S' © S oo . a! _• Pj . Qs°r^ s a S 3 gt g ^ ^ M 53 O rH ® bl£ 'CJO® bfl® &®.WW=I br-w fccis bJO® .9 9.9 S.S ■§ .9 ».5 £.9 ®.9‘§.9'£.9 M.9 *.©£ qs §ld 2rd was . ,=r£,d ®r© ©-©^r©'9ln w* £ co d) £W &£ 5 <£» C/2 O >) >5 ® 9 >tS b£ © © © c, C3 © © P O lit) LO rH CO 5 £ 3 fc © * P«l,® lS £h ^© £ §3 2:2 ia^ 2 CQ w CC e?^Q .{Sly 3 (§§1 N.SM N £a5 S§J s a a s CD • ® 3^- cl gW ®-§P4 M©1§q d3«>J W 3 » ^ CS O O , O' K . H »rH Q ^-g ^SPHH^rtp^^SPP^®© aao"aHtil2*^3ri”§2 ll-iSoppS^dcs*^! flBS * .V, . 4 © fH • i“l . r5 ffl l» O 2 0-2 £ ® ^ ® J & 3 & S'Srl • a « CO . 00 1874 00 00 1873 1856 1842 00 s rH •050 0 • • t-OOL'- • . 00 CO 00 • • o CM • 05 o • : & 00 2 ■ i>ooQ . «oooo° • * ^ !HH ! • CCC5l>00 0bC0ift00 05 OC0< r co m o © fil! :|S 111; ® e p .p © W~c ~ 2p o “Q'spWp^p H . M ^l^r s\ — . s . „->' > O ,Op,OgO«OHU®uw , _ 1 bi) g yv9 y % y a_ y$J y£ y ® y I y£?3 $ g 2 §.2^ 2+= 2® 2^.2 ®.2 2.2 2.2 © > 13 . 3 © 3 2 3 ® 3 ^ 3 ^ 3 ® 3 ® 3 S ^ ^ > © 2 r* P> P> . ^>iuUaaD^®ce®O®H®,5!c+51n ® 5m^^^0r-prrr 3 C3 s ce £ P dj c3 M c3 a ci •£? c3 _q P 23 cS M <3 0 3 S roro ® Vf* * i* I* a& Vl* * £ > £ W > ® £ <*£££ 3~ o* of of af c3 5- 03 <3 =* ci 2 yyy o'®® ® © 23 a!>t>>- §§§§§ gse^j^tfS-a-a-s-a Si S-gSISESiSSS^1-^ a a a yyy_LircrcJr© >o2S22 a a a © © © £ y y y a u 'a cs a a ajajccppp^OOOPPcociQMcQ 3 93 p ©3 © - oS © £go pq cc <1 P CJ cs a a m m m P3 9 © 02 © >5 © M 9 -3 :J S H.-I& •rg ©C.H © i^Kg >1? d >0.3 © 2 >-.93 ^73 C^3 H rj h— I Q f . r, ’ ’ lsl?SI&b © 9 H O O CJ d O J<^'^T,rjPrKO’jO s ^2 ® § ffl ®-3 § JstiH « « «^ 3 S hrt 3r y*a b2r® ©k! a ©3jM '-■'s "^a|$£S§11 fl -Sro ..ca^OpG (H •— j ^ © WH 'O S 2 a 1=1 ” ©3 ^ ^HPpc» <1OmMO02 ffsia’i +it> CJU» CO T-t © H 1 s oo j © I r* d lO CO CO 1 *-*> •siopnjjsux apxno^ cc t** Cl CO 00 •eiofpn^sxn opj^; CO T-i •uoxj'enxraousp snoxSipy; © Presb... Preah . . . Cong - - - P,E .... Non-sect Principal. SO Q B X Efc Sg %5, G m II • 'S : £ ' ■ wi ; • !i le H ^4^: o g § P4 i 1 i i l ! I •uor^uamugao jo ojbq; 1875 1877 1879 1872 1878 JO 9JBQ[ « 1877 0 a o a o o « Salt Labe City, Utah . Springville, Utab . Anacortes, Fidalgo Island, Wash. Ter. Walla Walla, Wash. Ter . Evanston. Wvo . Name. rt ' Salt Lake Collegiate Institute .... Presbyterian Mission School. ..... Alden Academy . . St. Paul’s School . Evanston Select School* . . . 1260 L261 L262 L263 L264 From Report of the Commissioner of Education for 1879. Table VI. — Statistics of institutions for secondary instruction for 1880, $c. — Continued. Note. — x indicates an affirmative answer; 0 signifies no or none; - indicates no answer. STATISTICAL TABLES. 569 Scholastic year bo- gins — w M § a a E < October 1. October, 1st Mon. October, 1st Mon. October, 1st Mon. October, 1st Mon. October, 1st Mon. Sept., 1st Mon. October 3. September 5. September 20. September 20. Sept., 1st Mon. N ovember. Sept., 1st Mon. June, 1st Mon. September 13. August. Sept., 1st Mon. August 1. August 1. i August 1. •araojC oi^sn; -oqos uj sqooAL jo aoqcunjq; M 00(0 0 CD © tji co eo eo co co COOCOOOOJOOO COCQCO^CMCOt^t^t^ © © © © © o Property, income, &c. *8991 uor;m; tnoij an9A * ;st![9q; aoj s;di909xi 1-4 CO . o o o io . o o o »—4 • CQ O CO ■ee- • - - • T-i o •Xnoiunqoaj^ O H X X X O X o ; o o © i © x © ; © X OQ OD oxa a © a £ H c c l c ; Trinity Normal Schooi . Wilcox Female Institute . Carrollton Male and Female Acad¬ emy. Gaylesville High School . Greene Springs School . T UfliioUiol A po/lnmiT I © . bJO . o . ? : o 1 • % :1 i '.”5 ‘i 1 ! :1 :t 1 jgs^ -*Ui *a© s © « S §3^ "c U 3« a t % 2.5 y a ii Park High School . Arkadelphia Baptist High School - Austin Institute . El Dorado High School* . 3 2© 5 M 2^ a o ao^ 4 © c ?•!« 'in r \ Ml 13 0" e*'S I3 fc II 2 a a a f c ft 2 + 0 ? c 3 e H & u :a 3 ; ; L- : 3^ : n rj . » 3 "S ^<3 3 ■I'p §c. SCO c 03 © 3 O J C Convent of Mary Immaculate* 1 Gilroy Seminarv . 1 * From Report of the Co iHCQCO^ lOOt»00050H(MCO^lCCDt>OOOOH(MCOT}<»rtO rHHHHHHHHHHWNWWWWW Prom Report of tlie Commissioner of Education for 1879. a Average charge. b Includes hoard. Table VI. — Statistics of institutions for secondary instruction for 1880, $c. — Continued. Note. — x indicates an affirmative answer; 0 signifies no or none; - indicates no answer. 570 REPORT OF THE COMMISSIONER OF EDUCATION. Scholastic year be¬ gins— M CO Sept., 1st Mon. July, last Wed. J uly, last Tues. August 18. January 1. August 1. January 1. September. June 1. August 2. July. July, 2d Mon. J uly, 1st week. July. August 1. July 19. August, 1st Thurs. July. July. September, 1. September 4. Sept., 2d Mon. •jboA oijsbj -oqos ur sqaaAi jo joqranj^ <51 CO o o Tf ^ o O CM CM CO O O ^ CO CM IQ Tt( ^ O ^ Tti rfl TfO^OOCOOOlC Property, income, &c. •S99I UOTJTUJ tUOJJ JB9A Q.SBT aqj joj sjdraooH; H CO I o • o • o ; |Q 6, 000 5, 500 O 05 • • O O • 1 I>iO • • • 1 8, 500 7, 138 .00 . o o • CM . O U- . C- . CM 00 • cm" ''r-T •sputlj 9ATJ -onpo.id uiojj 9CO.09UJ © CO o • • o • © © * • o © • • © • • « i • • ■ • • • •spunj 9ATJ -onpojd jo juuomy Oi Cl o I • o • ° ° i i • I O o • • o • •enjB.red -dupuB ‘ssuippuq ‘spunorS jo 9tt[«A 00 Cl • o 1 o • I> • o' 50, 000 20, 000 27, 000 o ■ o • o • o • O • lO • o' - r-T • CO • « • O O o © CM 50, 000 o o o o o o • o o o o o o • o o o o o o • IQ" IQ* © ©" »Q iq" • CM CM iQ T-t 00 CO • •uotjtuj joj q.uap -njs qo-ea oj aSxeqo pmuuy *» Cl • o 1 00 e O CO 1 • H • • 1 • rH • O • . 00 1 1 • UO t- fO ouoooooooo OCMCMOOIOCOOUO CM rH rH I lO H 1 H 1 1 1 O ^ O 1 e O CM IQ xh o O o IQ rH rH CO 3 Library. •JBaA jooqos JSBX 9qj Ul 9SB9J0UX © iO IQ CM oo • o o rH ■ O O « rH Tf • o o ! iQ ^rH . •S9unqoA jo aaqumjq; LO Cl o o O CM CO ^ o o CM © o O CO CO CM o o • o o O' o o O' o o c c il 3 £ : c 2 CZ St. Joseph’s Academy . Young Ladibs Seminary* . Mrs. Colgate Baker’s English, French, and German Boarding and Day School for Young Ladies. College of Notre Dame of San Francisco. S i§ o ?I fl 1 I ; > i'E >t Urban Academy . Miss W Ast.’s S00 CM CM CM CO CO CO CO cococococo OHWCC^lOOb-OOCiO STATISTICAL TABLES. 571 572 REPORT OF THE COMMISSIONER OF EDUCATION. © i >> I .2 g 2 "Si •xea£ oijsiq ^ •oqos m Si[99Ai jo jeqmnjq tt •S99J noijmj raojj xegl 9qj JOJ 6jdl999£[ •sptmj 9atj -onpojd oiojj 9tuooux •spttoj 9ATJ -onpojd jo juuoniy •snj'BJ'Bd -dx? ptre ‘sSaippnq ‘spanoaS jo Qux’BA •noijmj .ioj jnop ■nje qo'eaojeS.reqo pmutty •JB9^ jooqos JS^X oqj Ut 98B9J0TTJ •souitixoA jo jaqranjq •enj’BABdde pura janiq^o x'B°R(IosoIFId[ •i'joj'BJoqtq xT30Tra8tlO a 2C ci OC ©i S 'O c3 •X’Bjuounujgui qt?ooA •pneq 990^; q'Bora^qo9j^[ U ^2 "® "S 1 w w— ; grtn gSMIM fl ft ft ft ft ft ft ft ® © © © © e © co co cc co 02 co 02 ftftft-^ ft © © © 2 © mxnmOin .oj© “ © © r 3£! « © © ooo AS fcc &§ 3 ^ GJ CC ^ o o o o o o o ooo ooo ooo •OOONO 000 0 0000*0 00 ^'tO^iOCDCOOI s" >>2 B ' ^ a >1 U f>5+= > ^ P*i-w S r- ®o |.S i-g&Ss S 2 a •© as «M A 3 Z a ooo ooo ooo cfeocsT §ja® §m00®7^P 11 •S a o o o o as a j-H § I > pi §1 ■g+a © hai s a “a a j| s S| § g a .2 1000 00 0501 i N « 't LO O I el. 85 STATISTICAL TABLES. 573 g ms | 1 3 dJ3 p a d 3,0 cj (j P CO P P 1-3 3 | g-S © © >> 9 ,©P= £Vh*PP a a 3# a O CJ ? p o p,U-® s p< © © ®k_i © Xfl Ifl rH i^O) >»^>i >» >* ^>h’2 tnbn&n 5 d 3 3^0 S 3 3 » 3 S S p pi a a,-^ g d pi g d pi pi d r d h d 33®0 33 3®333 3 3 S 3 P P P CO O P l"3 h> P P >“3 l"3 P P l“3 l"3 d *8 d r- » S 3 d pi a pi o ©> m © o o o o o o ooo>o OOOMCO o oooo oooooo oooo O O O O lO o oooo O.UOON® O o lO O o o o o o o OOlOO ooooooooo m o o o ooooooooo t-ooo o o o m oo m o m o hoooo o © o © in m o O N O CO > o o o » ) CO CO CO - I ~rC> > lO iO » CO 1C o (M CO OOOOOO o o O O o oooo X o o o o o o oooo xo O X XO X oooo Ms '-£§ d£l 1 1 P s A C « rt © 4^ a r?_-d <© M c£ o bfl® 5.9 H COP >> !l II .JCC u © iS ^ a . « a 'a11 o I* a? M >^=2 -d P d,_< 1^1 s-glf la'li loPco d >,Pl .9 flr® a “11 S< 68 a ®,2 Hi. ® g ®ro 5 5 5 2 >5 >5^.-2 p s ai o o ooo : bo ! © • Pp • 3^* : |g § ossa o © © g PP-dg o ■&3sfe 5 1 si !|ggl 5 s So ooOP Ppp O © 3 OrP © 22 003 bird no ©^ppm a °C0 -eri ® blfj © pp dSSI^ ;3l « pi <3h | a -el^ -jb +3 P -g © ©• ; © •£ 5 cs 5 5 ' bn a .9 . a §® a J a a- ■2 5^ ^ § | © ® « 9MP jeaatiljg: ^933 do I^ppppf }«J ® co 3d 4J43 be d op p »fcl ©$ ® cl t- 1 ° 3 dP 9 W s _ _ OJOHCQM’^iOOt'OOOO wtM'MCi (Mcococococorocococoror* < CO 10 CO t>< * From Report of Commissioner of Education for 1879. e Average monthly charge. i Only three months’ school in 1880. ) a Includes board. / These statistics are for 1879. j Value of grounds and buildings. b Average charge g Includes $200 rent. k Per term. c Income from all sources. A Value of building. I ISIo session held in 1880. d Funds of East and West Florida Seminaries. 574 REPORT OF THE COMMISSIONER OF EDUCATION. o-a A •JB9.£ OIJSB[ -oqos ui BqooA jo joqomjq •sooj noijmj mo.ij xbsX jsbj eqj joj ejdiooay; •epanj qaij ■otipojd inojj amootrj •SpHtlJ 9ATJ -onpoid jo judo my •snjTUBd -dr; puB ‘sSaippnq ‘spaaojS jo •uoijmj joj juop -njs qoB9 oj aSjBqo pmuay MO. 111! ® 1-1 rH CO r-t _ „ © . (h • cS . ®t>_3 £0 Jh oooioooioioo '^03^0310 0^03030303 i88 e« J, STATISTICAL TABLES. 575 t~ ■- (H eS ci <3 P33 o a a cs cs eS £3 .a 0 3r® eg ^ ^ d d ri o-2 ci as cs es » g § § SS1! ►■SCO hs P5 !>> t>» a fn . (h O « tH c3 g 3 ^0 fe 0-^0 O § 3 § (25^i-sI-3 9 d d S o o c ^roe. £ r r rfl 0 0 0 0 cs « a a *-r> •-» ►-s CH ,uh O . h u .o^yt- -gOS >,lx® CO += £ J5 0 rH ,2 o ^ § * gj r r „ 2 o fto a p,ao-9 CS®CS,eS(£ ajt-3»-3 coco i-5 Eq 3 U U 45 o © _-o:o> "w 9 9 o ® jg g>£p< 5 © © O O CO o o OOOOCOCOCOOO 0300000 OCX CO 03 CO ^ ^ CO ^ ^ ^ xfi T*1 ^ T*i < COT^rJiT^T^T^^COr^ S3 o o o o CM CO O 10 o o o o o o o o lO CO HCOO O 1C o o o o o o o lO CO o o o o o o CQOlO o o o o < o o o o < CC lO O O < o o o coo o o o O o CO O O O O O O 00 03 t> CO O GO O 03 03 03 03 CO 03 03 ^ ^$03^10 io ot 03 CO OOOOiOOtOOCOOl - 03 03 03 »— « CO 00C5OHNC0^i0C0^00C5OH03W^i0C0 I> 00 O O i-< 03 COOOOOOOOOOOOOCOOOOOO O O O H rH rH HrlHHnHrlHHHHH03WN03f303 03 03 03 03 03 03 03 CO^LOCD NOOOOH03M^lCON 000)0 HHH rH t-H »-H H 03 03 Ol 03 03 03 03 03 03 OJ CO 03030303 03 03 03 03 03 03 03 03 03 04 03 03 03 03 From Report of Commissioner of Education for 1879. & Includes a small amount of public tax. d Average monthly charge. [Average charge. c In 1878. 576 REPORT OF THE COMMISSIONER OF EDUCATION. 1 1 rr> © © S S PhCh © © mm cod § £ M * * a au © © . ■p-p-p p,p eo ca •OCBOI xooqos jsiq aqj nt asuaaonj •sararqoA jo aaqranjq; o o o o o o •enjiuaddr: puB janiqea {Boiqdosopqcp •Xiojaaoqiq {BOinxaqQ •jcjuaraiujeup XX XX X X X X X 'IT300A X X X X X X X X X X X •ptreq eoj^ X J X X X X •p3onreip9K ox o 80ej M.g a © § 11? i. Ra p,1- • aMrk to o o i d 2 &r2 3 s-S a gad •+3 ^ .a cS v* s d >- © O © a So o & .a _ >-< ^ ; H ■ 2d'? fl 0>-h ) m’ S £ .5 rt, -i i L a I >~.w ~ GO > »d a d e3 c3 cS r^r^rar=} a a a a t>» c3 a >s d CO | >> d a o 3 A ^ £ o U t-> . g d 3 o o o o 43 +3 4^ +3 rn rr (73 ffl o -4-5 m a H rd A § . AO r-H §1 1-1 rd . in O O CD II If wO - - ; ® O > fcfl-g ' ^<^0205 CO CO • CO Tti o o o o O O Cl o 00 CO CO o o o o Oi o o o o t> Cl o io IO'tjT- o o o o oicTcTo' o o o o o o o o o o OIN^ O O O d o o o CO O Cl al S§*gs li<]0 Jrtg® *♦» -3 .2 © •2 « a-J ; -g 8 g gW ppa!>S ©*■ 3 P>S 2 S 3 ® \3o m ■ ©-<] O k^.3 © W h'm' m e/j es C3_®I^ =1 g g ^ bi,_j to a ® 2wo2'2^®o«>® s^ai^-9 niiii w ■ <> A 9 'a ® o o 'SN bJC-- c3 o ® o rau-- • +^> a a c3 _ _ -rt ® c3.o o1nra > r=< o a c3 M O^M g •“1 fcX) O _ -*■ . a CCG-S rS c3 £5 o ^ 5 3 no in cs -4-5 Sj§ A “o’-g tcfl.9^LSS'"12*« O'1 Ijt sSJiSfS'Sfi* i|| gl sffa §“■§ JjsJ gs ss g-s g£l ■&3*5 « o^w oo2 §.a-9.a ®A ® mining m P>§,§ © 0B9 t2 © dCO Sj|-3 g -3 3 © 1-1 2 a os bo a a © a O fl'-S 3 See Rfloih > O H Cl CO Tj< lO CO ONXC O HCJCO^IOCON ooo< O O 1.0 lO 0OOOOOOO O O L _ , _ _ . C l Cl Cl Cl C1C1C1C1C1C1C1C1 C1C1C1C1C1C1C1C1C1 CO C5 O H Cl i> t- oo oo oo Cl Cl Cl d Cl d d d d d d d d OO 00C5 OJCCQ ? 1 : ~ . cco d d d d 37 E * From Report of tlie Commissioner of Education for 1879. d Average charge. g Apparatus, furniture, and library. a These statistics are for the year 1879. e Includes board. h In academic department ; $9 in preparatory. b Includes value of library and furniture. f Value of apparatus. i In 1878. c Total recoipts for the year. Note. — X indicates an affirmative answer; 0 signifies no or none; _ indicates no answer. 578 REPORT OF THE COMMISSIONER OF EDUCATION. Scliolastic year be¬ gins— W M September 1. September. May and Nov. August 31. Sept., 1st Wed. Sept., 1st Monday. September 1G. September 16. August 30. September. Sept., 1st week. Sept., 2d week. September 13. September 5. September. Sept., 2d Tues. September 16. Sept., 1st Mon. September 20. November 1. September. September 1. September 1. September. •jb9.£ otjsiq -ot[os ui sqaaAA jo jeqmnjq 32 Tt< CO CM tH ^ CO CO CO i>C5^t^MCOCDOOCJOOOOOOO COO © © © CO CO CO CO CO CO CO C$ CO ^ CO t* CO CM ^ CO ^ CO Property, income, &c. •sooj uotjmj tnoaj jb9.£ jsiq oqj aoj s;diao9£[ 31 o o o o CO O CO o CO lO CM «■ ef CD CO O O O tH CD O Q O to © © © cm" -hT cm" • OOO ■ CO LO © CM CM .0000 •Ot'OO to CM * 05 tH CO * i-4 00 • r-T 3, 000 2, 500 700 •sptmj 9atj -onpoad uio.ij auioouj 30 to © © • oi ! &T • 1,195 0 0 0 0 200 ® ® •spimj 9AtJ -onpoad jo janotay OS $2, 500 0 0 0 © o o o o CO co" . 0 0 6, 000 ® ® •enjBand -du pun ‘sSmpxinq ‘spunoag jo o’ujba 00 C* o o o o o o o o oooico tH CO cm" ©" ffr rH O • < '®®®®®®© '®® O O o®® o ■ • >®o®®®®® • ® o ®® oo® ® . • -®®®®®®® ‘®® »o ® ®®® irT . . .ecjoiocoefioci ■ io «© ci r-i r-i r-Tc-i rH • • • tH • iH CO r-l •uoijmj joj juap -njs qone oj oSaeqo iBnuuy LO W O t>OI>t'r}(Tj H i-i |CMCMCOCMCMCMCMCMr-ir-iHarlmnTi* Tilford Collegiate Academy . Washington Academy - . Aiimw nrtb ’ s R-rammar TTicli | School.* ifl(ot»ooaoHeaM'!)iLOtflt'OOftOHfqco m eo c- oo ® OS 05 05 ® 05 » © O © O O O O O O tH rH r-l —I r-l i-l i-l r-l r-l rH PI(NNN i c3 a a t> CO CO CO CO CO CO CO CO CO CO CO CO CM CO ^ »0 CO O CO O O HOI t'- |>- l>- l>- t>* t>- t>* GO GO CO CO CO CO CO CO CO CO CO CO coco 009 ‘I STATISTICAL TABLES. 581 % ® . a . . fe q o . © C, ^T— I ^ © *2 95 §'2 a a 5 22 a © © r d r r ® tL&§ SPSfS’S, ® ®r iii © os oa P=i <4 m CO CO^j'w * g © a a a ® a- s 2 o® s R r© q © r r r © + » © a? © © © © © © a? 5 © mm - O O ift o o o o o o o o lQ o o o o o o o o o o o o o o o o o o o o o o OiCOlO o o o o © © O O lO CO CO r-i CO 1-0 !M O C O O O O • ic T 'OCOOOC5 o o io o o CDON^O HiO I -M O lO oo^co O O lO o o o >g is *®S~ 0 <3 ^ PhPhW g b ’a >s 02 >-.02 e8 § 0 ^ a >>a g w'a , © S'S © 63 a’p® „ * © e3 So ©-S t»®a2S a ®o *.2 W<5 od o es02 * a a« § ls-1 i|l^ a *"1- 3 hr a .2 O •H ;_( cS 0 a ©—-ao.a o © cj a » • >>0 © ® il ?!125 | M „ >> *?a 0.1 b»th,9 5 a5” i^ii Sl-253 :0 3 tco.3 £ 3^3 .3 g S o a © jSgat^Sl^a^ n a o h, , IJgg^g'sjggs Mt>-£ ©d 9r£d rt S d g « ® +3 +3 ^ © ©^ ~ kdtH © a o 2 ® © © _ ^ o'ci a a 0 * ©w a 02-0 +, © III i O o 30 oqoqc^SS^O ©o a 0 § Se — 02+3 0 O ifiU i ©i^ oWo » CO CO CO CO CO CO UflCO^COOiOHNCO^lOO t'COOOHNM^ iCOC^CCOOtH >000000000000 O O O h H i — i H *-H »- h H rH H r— I CQ CO CO CO CO CO CO CO CO CO ' (M CO (M CM * From Report of the Commissioner of Education for 1879. b Average charge. d In 1878. /State appropriation. a These statistics are for 1879; c Includes board. e Includes income from other sources. 582 REPORT OF THE COMMISSIONER OF EDUCATION. M .2 50 a a o a © © © © © © © 05 CO 02 02 CO 02 02 © r lO 1C k H © O it>c3 ©CQ'" ©H ^ © rO ^pQ . s »” a® a a- g «.©<«« ©a r © -© © © r © S rrr O !D w m r di H r r (ii o rH O O r© t,r©p© a ® a a ©.© © 4) © ©!2©©©®®!2©^'2'j© © © © © co co <1 m co O co co <5 M2 <1 <1 co coOco«2 $, -JB9i£ OTJSBJ -oqoe m S3[99Ai jo jgqnmjt ' CO ■<* CO 05 CO CO COCO¬ 'S cT 00 00 •S99J uotjitij moij x&dJL jsb'[ aqj joj 8 jdpoog; •eptinj 9aij -onpoad uiojj auiootij ;sptmj 9aij -onpoad jo jaiiouiy •snared -dB ptre ‘sSaippiiq ‘spunoaS jo 9tqB^_ O O O O O O O O o O Cd oooooooooo •norjra^ joj q.n9p -n^s t[0'B9 <4 eSjuqo xunauy lOOOOiOOOOOOrHONO ^ CMOCO^O CO(M ^ O O O O O O O O O H GO CQ CM A A r§ ii «k •§ •1V9& poqos J8BI oqj Ut 9SU3J0UX •soaiiqoA jo aoqninjq l(NW CM OO •snjBJBddB ptre jautqBo iBoiqdosoqqj x o x o x x o •iaojBJoqBX [BOiniaqQ XX ! X I O O X o O X o a 2= 8$ qBjaaratuqeai •Ibooa xoxxxxoox ;oo X xxxxxoxxxoox •piTBq 99JJ; Fr4 0IC qBoraBqooji xoxxooox III ^ • • -2 ^ ® ®5 © ® a ‘.2t> b-g 3+2+= I b£ © a ■Sj’.sS.g'S -g | a “(u^s fl - fl S dO 0hm "o00 050i CO^lOONOOCSOHCtlW^lO CO CO CO CO CO CO CO T* 'Hi ^ -n ^ STATISTICAL TABLES. 583 584 REPOET OF THE COMMISSIONER OF EDUCATION. © i >5 I *J V9& OIJS'BX -ot[08 in 85^89^1 jo .idqamjq •889J noTjnij tuojj JBaX j6b’i eqj aoj sjdpoag; •epunj 9aij -onpojd uiojj 9caooiii •epunj 9Aij -onpojtd. jo junouiy •snj'Bj'ed -dn puB ‘eSuipjcnq ‘spunojS jo" oupA •uoxjmj joj juap -njs qoB9 oj xBnuuy •JB9i! jooqos JSBX 9qj Up 9SB9.I0UJ •sotonxoA jo joqmnjq •enjoanddn pun puiqeo jBOiqdosopq^; •j^JOJBJOqBX XB0IXU9qQ 2 a p •XBjuourrujsax qnooA •pUBq 99JA *XB0XUBq09jy oO^Oh £ o a “ a “ a a a “ © r © ro o s r +)W'M+3^4J-W4J ft C, 3, P< 3< 3< 3( 3) ®®ss®oso uirninmui’jimm - u © © a a © © a 3 o 4^+i 43 © © © ” a a a _J r^r © © © p,aap,fta © © © a © © winw'jixnui o o o o o ® ® ® ® ® o ® ® o o ® ® ® r-l > CO ® ® CO CO UO HO ifS ® ® ® ® ® ® UO CM CM UO CO UO M MW©® lO XX ' O O Jo J X o o o o o wot>o o o o o o o o o o xoxxxxxx XXXXXXXX X * evh >=*§ d H o .H u;'/) a“© --e8 © M _ 5 o © © © S O 0 © +3 • +5 jj-gjgSps J®'§£|1 woSm 6 > a<>> H a ; to >y ■ o IQ 1 o' oc X X X X X o • 3 <» m • ©rr^ :cq a 3 csai r=>ra © rcJ ©r-H ci bh~D © © a a©1 a o ©-© R. p O cS c3 © © © HaP-r' •*H d qW • . W 000000 O O rH r- r-l rH ) IQ IQ IQ IO |Q IQ LQIQIQIQIQIQ STATISTICAL TABLES. 585 Table VI. — Statistics of institutions for secondary instruction for 1880, tfc.— Continued. Note. — x indicates an affirmative answer; 0 signifies no or none: _ indicates no answer. 586 REPORT OF THE COMMISSIONER OF EDUCATION. © i ^ I O 03 •43 S “‘So m m r-5 s (-< f* © r <£ ■3 ! 1 a § . icc© a >> . o • o •33 • o \in 33 33 a >, ' S 5? oo § a->«3 a S* r Mb>> © ■t= a ® a >,33 -3 -S „ M M 0 © © a © a 0cococo!> © g © S sw OM? ©a © 4 4 cj ©_2 © ©33 © ©3= !r| © > "Kfl-fl i §2 § O

10 10 iO Li iO iO IQ to 10 ^ O O 10 LQ 10 10 O O ONOOOO Lj £ o S 2 STATISTICAL TABLES. 587 Uhl | Is 3 illls'll iffiti’A el 8 6 si 8 i j ITlI3- "r "-1 1 ifrir, Iftlfil* V: - 1113- 11 I •43 -43 h£ 4-5 4-3 4-3 4-3 hfl ^4-»-P4 fcl4^ 4“> 45 4> -p 45 -M P -P 45 -P 4-5 45? 4-543 43 -4-3 43- $$$ 1 1-3 < 1111-311 1111111 1 ll1 I f 11 11 I Table YI. — Statistics of institutions for secondary instruction for 1880, cfc. — Continued. *88 REPOET OF THE COMMISSIONER OF EDUCATION. a 5 PiPi © © CO 02 Pi P- Pi Pi ®«s® O2O2C0O2 <1 <1 02 . . 5 ® . © ot~ • .lHHrr! Vi Vi Vi Vi?5} Vi ViH © © © © © © ,, a a a 8th a a^ _g_g®o re© r Ph"Hi Pi Pi p'p.'Si'Si OO®©©©©© 02 CO CO 02 02 02 CO 02 Vi Vi o Cu s 00 03 a a~ a SSJS PiPPiPi © © © o CO CO 02 02 •at?9i! otxs'bx ^ -oqos tn sjpoAi jo agqumji W •goo; nOI^TTl^ TX20JJ 2TB9^ qstix °qx JOj s^dpoa^i •spunj: 9Aix -orjjtoad uaoajauioouj •sptmj 9Aiq. -onpoad jo xnnoniY •enx'Bat?d -de put? ‘sSoippnq ‘spunoaS jo Qtqt?A o o o © o o © © ® o o © •uoixtux aoj q.uop -u!).s qoB9 ox 9§ai?qo [enuay oc-ooooo® lO-^Ciaoao©®© I ’"3 I I 1-H r-l I •aB9i£ xooFos XSBX oqx FT 9SB9aouj •samnxoA jo aaqranj^ © © © o o © o o IT-) © © -tfl © © © 00 •snyeauddi? puB xouiqoo x^oiqdosoxiqj •Aaox'eaoq'BX xeoraraqQ •X'Bxuouiuaxeui •X??ooa bD a fl b( •pueq 99Jlj •XBOtTreqoojy © fl* © ^ goo; o-a a § :<1 g i i la§ o >S bJD Vi fl =3 g •+=_3.© e o>H <^_jr©’©^Y « © p A >,bCo p . -3 g|*^-S-S§l § §>S.i i S^s § Si Pi Soc2 bC 502^ fl W Wg| ■ gj M d Mill fl © ©rh^0 ««2 g~ a, . § g <1 Mvg . © os >s g 0 a: y 02 gO © AgjM h o S oj Oof g|. If PiM NMtIUOO ©.-i ©cocococococococaco-tfi' ©©©CO©©©®®©©: STATISTICAL TABLES. 589 Table YI. — Statistics of institutions for secondary instruction for 1880, cfc. — Continued. Note. — x indicates an affirmative answer ; 0 signifies no or none ; - indicates no answer. 590 EEPOET OF THE COMMISSIONER OF EDUCATION. Scholastic year be¬ gins — w w September 15. September 16. October 1. September 16. September 1. September 1. Aug., last Tues. July 1. September 1. Sept., 1st Mon. August 29. August 26. September 8. Sept., 3d Wed. September 3. September. Sept., 1st Mon. Sept., 1st Wed. September 1. Sept., 1st Mon. Sept., 2d Wed. Sept., 2d Mon. July 1. ’XB9i£ otjsbi -oqos nr sqooAi jo -iaqumyr e* w 38 40 29 Property, income, &c. •sooj uorjmj moxj xeaA jsd[ aq^ joj s|dtaoajj ’H w i 8° : r-T : f 2, 500 Is cTr-T 600 2, 505 675 1, 700 3, 000 2, 600 950 i i§ •spun; 9AIJ -onpoid uiojj ainoouj o w i ii I if O • o 0 200 699 ii r-T • I o : ii •Spunj 9AIJ -onpord jo junouiy 05 e* i it o • ° 0 5, 000 11, 927 1 i s" ; • : ° 8U‘S •snjBiBd -du pm? ‘sSmppnq ‘spunojS jo 9np?A 00 5* $20, 000 25, 000 60, 000 10, 000 25,000 si as 4, 000 24, 770 23, 643 10, poo 8,000 i i! : :l 30, 000 10, 000 12, 000 i is : ’,c® •uoijmj joj juop -njs qona o j 9§.reqo pmuiry ia° i 20 21-30 gsssss ! i? “ ; H 1 ' 00^ J J f§g|§sa|'^f 5 < X X X ; ® ® Is music taught ? qnpioumjjsui 5* e* X X o O O xxoxxxxxxxxxx : X X XO •[BOOA y-t C* x x ; o ; oxoxxxxxxxxxx : X XXX bC in* 00 M •pm?q 99j,q o « X xx X xoooxxxxxoxxx :® XXX qBorm?qo9jq 05 H : xx xo ; xoooxxxxxxx ; ; ;o ! ! ° Name. H Dwight’s Home School for Young Ladies.* Houghton Seminary* . The Evening Classes of the Pop- penhusen Association. TToIrrlita MnVinnl* ii i Dausville Seminary . 1 VIIIC) ALU <1 Cl till j . Delaware Academy . Aurora Academy . ji.asii riamourgn oeiecr ocnooi" . . . Rural Seminary* . Starkey Seminary . Munro Collegiate Institute . Fairfield Seminary* . . . Fergusonville Academy . JJJA r l O L i 1 LI O JUUUi aAIjcIiUCIUY ........... S. S. Seward Institute* . Flushing Institute . kll. U UOOjJU O . . . 1 Delaware Literary Institute . Friendship Academy . Falley Seminary . ol. mary s ^atnearHi; ocnooi . St. Paul’s (Cathedral) School . Gilbertsville Academy and Colle¬ giate Institute. | If ||||glll|l|||l§H|8||S cialj . | x | . | x | . I . | 160 | . ! . I 6,000 STATISTICAL TABLES, 591 . rt f_i f-i S-, ^ p-, f_i ,0 .O “T a© -g a© ,© ^3 r3 a3©S’-|aaacq © © 3 © r © © © r 4S jj (-r-4J ^*!4J4J4J aa- p,p.p M » p>, £3 ”a®a®S3^®a”'Sa ■©3©s ra a ra © if fcC-g fcc >2 >vg beg -g brg , a, t—j 23 *“3 rZi dn ^ di 3j m^mm^m^^him-^mm^z fi 0 a o o 0H0t © a mm fe: k u ^ © ©^ © » a a ® a r d o r :d p.p.Pia'S W005MWO( O 00 O O O I o O lO O O I H005010I 0000000400 OOOOOOCOOO oooooocooo C4 CO t> O CO lO 04 ’04t^040iT50C000404 04 r-» 04 04 rH X X X o o X X X O X X XO X X X X X O X O X o o O X X X X O X X X :§t?& © » « d.-S bj S 2 d t> •§ is g I fcc3 ” ^ 0,rnRrl © o g | ®^) a «■ ■• S-S'Se-g o aq is§sji’§'§5‘ joOESPWPh t* I t-5 • * d © © * P*B-e-3 >>a-g.g a • l|a=»j ll^flll -g <1 g c3 © Q ■-£ H r2 rS bt © > W S ® ® ^g|®a§S pp-ppop !>?lll'K§g 1 • cz O'-* <&.^ O 5 w r o v I'd Q^AHmm^ ra^ 2 bcgw^Pn ©w gg ®_§ s-Js lsog^:ai^ris-g®|®'bc2® l^pfcHOP^^HP P H HP H(MM-tLOOl>COC5 COCOCOCO'*OCOCOCOCO ■* From Report of the Commissioner of Education for 1879. o Average charge. e Includes value of library and furniture, a Includes board. d State appropriation. /'These statistics are for the year 1879. b This includes $765 from rent. Note. — x indicates an affirmative answer; 0 signifies no or none; _ indicates no answer. 592 REPORT OF THE COMMISSIONER OF EDUCATION. ft ci >: I bJO \TB9£ OTjerj -oqos nr sqaaA jo raqnmj^ •S99J aoipraj morj .icaA! jsepaqjjoj sjdpoog; •epanjOAtj -onpood mojj araoonj •spnnj 9atj -onpord jo jtmoniY •sn^rjcd •dr pnr ‘sSxrippnq ‘spunoaS jo onpeA •trotjtnj ,ioj jnop -nps qoro oj aSjBqo penaiTy Mr9j£ {ooqos jeep oqj hi asraronp •S9amjOA jo jaqnmj^ •enjcjrddc par jantqro pctHqdosopiqj •jfjojraoqrx peoraraqo iO pcjfl :p ©ft += o SM Ms a CO PH . . S £ ® !*§§ .ftp 02 fcc© 3.§§ ftF'-" ® £ o O a gft-a ft a? s s . a ^mmmmm>-'& O Ifl CDt-00 05 OH (MCOrt< ■H1 -H 'T1 lO lO lO O lO to i 1 < 0 t 1 Rogersville Union Seminary* Southold Academv . Griffith Institute and Springville Union School. Germ an -American Institute* _ Syracuse Classical School . Miss Bulkley’S School . ^ . irvmg institute* . Trinity School* . Troy Academy . Troy Female Seminary . Unadilla Academy . Hartwell’s Family School for Boys* Utica Female Academy* . '. . . Walton Union School . Walworth Academv . . Warrensburgh Academy . Warsaw Union School and Acad- emy. Warwick Institute* . Riverside Seminary . . . West Winfield Academy . Alexander Institute . Whitestown Seminary . Red Creek Union Seminary _ _ _ _ Woodhull Academy and Union School.* )OH (Nni'LOOt'W ioooo oo oc oo oo So So oo STATISTICAL TABLES. 595 From Report ot the Commissioner of Education for 1879. a Includes board. 6 Average charge. c For non-residents. d Temporarily closed. e Report is for six months of the year only, since which there has been no school. Note. — x indicates an affirmative answer; 0 signifies no or none; - indicates no answer. 596 REPORT OF THE COMMISSIONER OF EDUCATION. 2 ‘So oijsiq -oqas ui sqaaA jo jaqnin^j; uoirraj mojj .real jsiq toj sjdiaoajj •spnnj OAiq -onpo ad uiojj aaiooup •spunj OAiq -onpo.id jo junoray •snjBJBd -de put? ‘sSarpjmq ‘spanoaS jo’ ou[ba r~ a So PhP< CU o mm £^jj5 ,3 .2 +* .2 'a ’a J2 rUl®^S SH. ■ cy j j d g g Z <0 <,Xfl "SO! ■notjinj joj juap | $» -njs qona oj oSieqo jemmy j •JB9^ OIJ9EJOqOS jsbj eqj in 9SB9J0HJ •sannqoA jo aaqum^r •enjeruddB pae jauiquo XBOitjd^oeoixiqj '^jojBJoqBX pjoiuiaqQ bO a=> eS CJD J* P <3 q'ejuoumjjsui 'Ibooa •pueq 99ja quoraBqo9K ONOOOCON 03 05 0 o o o o CO L- OO OO o o o o CO o 000 c^r o' go" ONOIOOIJJIC o' r-T o' CQ o" r-T Cq" o o o o o o 10 co" O CO >0 r-i W H (M o o o o c\i co o 'cS g o rt* ; • ■* s e»'^5 © >3 „ llilllll a«l g S p02 P ho a2"^ ’3 5 © « © p gvss p^ «s-|S 2 p 5!^p •+=>o>o_. o §JJJil |.s |h « o S d O-P j) mqmoSsSO WOWWIxIhI o ® g .a -£ s ] ® 2^2 £ o’p- ‘So go ®o sg < B.|| .^r- O O a 3 .^11^ t>>o om p; h co cor-i rt ■*. cs;p;p ? fld P 1 £2 t>3>3. % a >3 I© 11 SJ5 020! oioHwojTfinto > 03 O l I *=qcoc»coi-s co<1co © .10 © ^ fe b BH © 00 ® 3l^s: -g © © - -laa'^ a af 2 roo)<© r $ © © a ."© 3 p © £> £> 5® >Q O >*Z £ rt4 i o (8*3^ co^ PCO .is i»a a Sc5 U U o rgCiJO rt 43 +3 .■31J ‘!”| £ £ cj k, a* o p2 S a 2 © a * *3 b 3 ©mJ p2 !5P ^ ^ a ® a® W^> ©a saj p a I't? •2 ®4 ®4 § ® g © §0 w> ^p^'3‘3 oa ®s ■v a -® ^ ^ ^ o © o 0 .j_ a a aws u & u tS 4 § © © ct'o « o © P 4 ©5 '^|l|^ fto^ 2 S ft® S3 fl ®H >. £ £ S -g.^ © ®4'C;S Sja4^a o' S co 4 S'C^ ©' cococo<1 C_/ ~L^> rr> p o ^ « >» « | g.’a J 4^ rrj’ C V ^ ® ' © S © p CO © © © © C5 O H W O ©t>00 © © 1 t— I Ol t ©©©© ©©©©©©© ) rf< 1C © 00 © < M W (M N CLM ^ Cl Cl CL ©©©©©©©©©©©( ©©©©©©( ) CO CO © CO CO From Report of the Commissioner of Education for 1879. c No school this year ; these statistics are for 1879. / These statistics are for the year 1879. For a term. d Average charge. g Free to residents. Includes board. e In 1878. Table VI. — Statistics of institutions for secondary instruction for 1880, $-c. — Continued. Note. — x indicates an affirmative answer; 0 signifies no or none ; - indicates no answer. 598 REPORT OF THE COMMISSIONER OF EDUCATION. h| a o Pah£' t|laWl!i ha i=> •S i? © © -ggHCC^Hoy .S®2*H1“05H ca ® ® 'r"' 03 © 00 CO -if © © C- 00 © © rH 03 05 © © c- © © © © © © © © ©©©©©©©© © © OS 03 05 Ci 05 Oi 05 03 03 G3 03 03 03 03 03 03 C3 03 03 STATISTICAL TABLES. 599 Table VI. — Statistics of institutions for secondary instruction for 1880, fc. — Continued. Note.— x indicates an affirmative answer; 0 signifies no or none; - indicates no answer. 600 REPORT OF THE COMMISSIONER OF EDUCATION. Scholastic year he gius — i M eo September 19, Sept., 3d Wed. September. September. September 21. November 1. Sept., 1st Mon. Aug., 4th Mon. Sept., 1st Wed. Sept., last Tlmrs. Sept., 1st Mon. Sept., 1st Wed. Sept., 1st Tues. September 1. November 1. October 1. October 1. Sept., 1st Mon, October. November, •Jnol OIJSTTf -oqos ui sqoaM. jo raqran^j m O O OO O r^OOOOOO O O O O O O CO O i T* CO ^ T* rji CO CO Hi H< CO CO H< CO •* « Property, income, Sec. ‘B99J uoijmj mo.ij xeaA jsbx aqj roj s jdraoo^[ H CO rH . o co • co o . o in • r-T 4e- • . « o o o oo • • 1 0-0 ' CO * • • O O rH CO • • • in to c$ • • ' T“i rO • - o • •epunj 9atj -onpord xno jj oinoonj © « 0 000 ‘9 000 ‘9 0$ o •spunj 9ATJ -onpoid jo jaiioury © • • o . • o . . o ’ ' o' • • ■€&• 0 100, 000 0 o O • •sneered -du ptre ‘sSuippnq ‘spnnoag jo ©ups a GO ooo‘qe$ 1 • o o . o o • o o • o o • o r-» 75, 000 300, 000 35, 000 15, 000 15, 000 3, 700 o o . o o • O 1 O rH • co • •uoijtuj jqj juop -njs qono oj 9§.n3qo Timuuy O O OO lO oooo o o o o lon-^co ^ 7 7 e S ^ o h* m o co cq OO 40 200 6300 6205 10 16-36 8 «24 Library. •jroA jooqos JSRX 9qj HI 99691001 © e» O O O 0 001 m • o h< o HH . O CQ O . O * g6 u ' sjs d . p P A g . .8 a . w2 a a ^ a* a , on o a as. last ® rltD /— C f— ^ r^-j Ph ^ ^ CM fv4 O O >-:+= +3 3 . - r P jjjflg’rS 5 oc 00 05 O P 3 ? ^ rn sn Kn - - bDfcBbD Pi ^ 33 p3 02 b? <1<102 02 05< CQCQCO © © © © © © ca co ©©©©©© © © © id © of©" © © © TT” © © © (NIMH © © GO **T8 > ID © © © ID © © iD KNCOO(NH,'TlOCO •* _! S J 11 © ID £ £>>> : ©vS a § © § Isj'3 bc3 5 .H ,£ © O Jill il^oSeigSbo^aj -r- $ £ ^ ® ^ 3 ^°n , CD^ © -£ ci cofL|0 C3q ■S a ®£ p.'S-SC* £,® ® § Zd®.acle8c3 o rl H o : ® g iis ^ a >Tj O H W W I 6?h |1 § ® 02 as i 8^ £ ® - 3 1 £ § p5 fl g rc __, a ®r5 a o g 5 h ■ • • ® ^ ■ga '•’ • «S* J5 6 * ' a pH © bJO ® rt '3 a © =3 MIS**.* .asis^tris* 0|Gh “8 |*8 50 sing §w.| si a|| l| o § si®!? Ills Wia3o3«hl o - -§-2 © h '"c “Ic §^o la^s k§ 9^0 8 8 8<|> rH a : g'<1 ! 9A 45111 I |©»-HC^CO'rHlD©l>00©©rH00©< '"OCOCOCOCOCOCOCOCOf . - - - - - ‘©©©©©©OO CO ^ ID © CO © ©©©©©©©©o©©©©< co © © © © © ©©©©©© © © rH © t- © © © * From Report of the Commissioner of Education for 1879. c These statistics are for 1879. e Valuo of grounds and buildings. a Average charge. d School reopened February, 1880, after several years’ sus- / Free to residents. * Includes board. pension, and closed at the end of twenty weeks. JN ote. — x indicates an affirmative answer ; 0 signifies no or nono ; - indicates no answer. 602 REPORT OF THE COMMISSIONER OF EDUCATION. Scholastic year be¬ gins— £A January 1. Sept., 2d Mon. Sept., 1st Mon. August 15. August, 1st Mon. January 12. September 1. August 30. August 5. August, 1st Mon. Sept., 1st Mon. J uly, 3d Mon. August. Sept., 1st Mon. Sept., 1st Mon. February. August. March. August 22. January 13. September 5. September 15. Sept., 1st Mon. Feb., 1st Mon. September 1. -oqos ui sqpaAjo aaquinyi; ?* w ©OOOOOOtMOOOMOOOOOOOCOCOOOOO CM O rjt TJ< Property, income, & e. •S93J noT^m} mo.14 .tboa 4.sb[ aqi joj sjdraoo^I 31 0 0 0 0 0 10 CM O O O O T- r- 0 O CO 10 CM CM riO(MO^j CO CO tH OOOOOOOOO OOOOOOOOO OOOOOOOOO CM CO Hri i> Tjir od 10, 000 3, 000 •uorpnq. joj quap -mjs qoBO 04. oitmqo {cncruy 5* OOOOOOO OOt>OOOJOOO^(M CO^COCJCIHCOIMCOHHHCOO^'^h © © ®r|a ©4-# 00 rH iA oo © 1 CO CM r— 1 CO *0 CO CM CO rH rH 40 52 l Library. •ana.t xooqos q.STq oqt ut eseoaoap | co • O i : j° O • O O • IO O • •saunqoA jo aoqumjq; I ' bti e* ■ 0 0 0 0 • 0 0 0 0 ■OCOHH O • O O • O t 0 001 0 O O O O O IO O O 0 000 ‘X •sn^BinddB pun praiquo xnotqdosopqj 0 X X X X x 0 0 0 0 0 OOOOOO X © © ■XioqBaoqiq |B0iniaqQ M e* 0 X 0 0000 0 0 x 0 0 0 0 0 0 0 0 0 .2^* *5 ^ a %D m ci •p^uonmi^eax « X X X X X 6 X 0 XX X 0 x 0 x 0 X X 0 •psooA 1— i 5* xxx ; x X O X X 0 X X X X O O X X 0 I bC 15 cs ce •purq aaa^ 20 ; 0 O O 00 | ; 0 O O X 0 O 0 ; X 0 0 qBOiUBqoaj^; 19 X x O X 00x00 O O O O 0 ; 0 0 Name. H Alpine Academy . Southern Union Normal School*. . TTrnnn Saminorr Holstou Seminary . Oak Hill Collegiate Institute* .... Talari siaa Tnat.if.nf A Mrs. Dr. Milam’s School for Girls. Paris Male High School . Tho Mrs. S.H.Welch High School People’s College . Arlington Academy . Sequatchie College* . Madison Academy . TTn/fflin ( '.nil acta a c -+■ r_r JDn ; P n i 4 Sc Fulton Academy . Unnrsfi Seminn.rv White Seminary . Tazewell College _ Pleasant Grove Seminary* . Washington College . W onlstev’s flnlleo-A Texas (German and English Acad¬ emy. West Texas Conference Seminary. Live Oak Seminary . Corpus Christi Military and Com¬ mercial Academy.* iLOO^OOOOHNW' * t> t- l> 00 00 c - - > o < - - )OOHNW' STATISTICAL TABLES. 603 x indicates an affirmative answer ; 0 signifies no or none; - indicates no answer. 604 REPORT OF THE COMMISSIONER OF EDUCATION. ^ I o as '•g.9 § w> oijsnx -ot[08 ui gqaajv jo aaquin^j; w < 00 v I IO T 0 co<; m (-C M (=4 f-l f-l f-l ©©,„©©© 0 0rH 9 0S © © r © © © ©©©©©© xnmwwxjiui ^50 ^2 „ _ © © eo —1 a g g r r r © © © ftP-Ufiaft © © © © © © mxnmmmw •g99J uoijinj urorj juaA jsbi "oqj aoj sjdiooojj •gpunj oatj -onpord raojj oiuoowx •gpunj 9ATJ -onpord jo junoray •gnjernd -de pm? ‘ggarppnq ‘gpunorS jo’ 9iqc_^ •uoijiuj .xoj jaap -njs qoi?9 ojafirnqo xenuuy 5 9 -§ ’H£ c3 >> cj © g °S d3 as _ a a (3 o © w g PH O a rd © % g.g 111 Is. § o • 'ii ilo a : : ; o : : : :m §| *48 -gf : /4® 1 © bsP TO OQ O a © SwR ops 1 £3 P ^ Ph o C5 1 j s,§ 2 il^|^ 5 s §.g SpSO H ^Ocg^HWOHPhoocgSPPM PMPh |?3|a . g |B| ^ p- M 2 fr’ra J-J ^ QQ . rr- CjO ^ © § | So^-g So^S&a Ow d ^ © ® « O fl ^ Static tH -rb s-g S ©•E e8 © rS !a c >-.o PS?00 t>S0E K -3 © E .E ^ C © Ki e£ u S'Sia © ©no c3 43 E E M -4 H © -E fo14g © +? 'o , o 5 o . >50 >i «« .2 >4i E 5® . . 4-0 O E r— ■s m O ■SfrS m % ps -®.S^ 2 *3 © Q S ri -E ®S IQQ M © O o 43 2 I es : © • "rt : a • © !4l ,2-E ©*• o 0 §.s HS^-2 ill as OO UrE m « 41 ^ €sa -S b Bg” B-|^l • ^dJriEiEg^ 41-2 §r/2 a a .a a! O © § nO O’ o fi® E *^£3 © eS-tn O* ^ . i S ^ op Ph Ph * cin- Oh-COCiO O O O O r-H (M(NN W CQCNJ De Lancey School . Pawling Institute . Stamford Seminary . The Old School for Boys . Cary Female Seminary . St. Augustine’s School . St. Barnabas School . Greentown Academy . Portsmouth Young Ladies’ Seminary .. Putnam Seminary . Baker City Academy . . Bethel Institute . Female Seminary . Cedar Hill Seminary . Lake Shore Seminary . Penn Hall Academy . Miss H. B. Burt’s School . Classical Academy . Merrill’s Academic School . Westtown Boarding School . Prince’s Hill Family and Hay School. . . Vineland, N. J . Closed. Waterford, N.J . Closed. Almond, N. Y . Brooklyn, N.Y . Lewisboro’, N. Y . New York, N. Y. (13 E. 31st street). New York, N. Y . Oneida, N. Y . Pawling, N. Y . Stamford, N. Y . Yonkers, N. Y . Cary, N. C . New Berne, N. C . Wilmington, N. C - Greentown, Ohio . Portsmouth, Ohio .... Zanesville, Ohio . Baker City, Oreg _ Bethel, Oreg . Greensburg, Pa . Mt. Joy, Pa . North East, Pa . Penn Hall, Pa . Philadelphia, Pa . Pittsburgh, Pa . Scranton, Pa . Street Road, Pa . Barrington Centre, Building now used for district school. Closed. Closed. See Table VUI. [Principals of these schools formed a ; limited partnership for one year { from February, 1880. Closed. Closed; being succeeded by Pawling Seminary. Closed. Closed. Superseded by Cary High School. Temporarily closed. Only a parochial school Not known. Closed. See Putnam Classical Institute ; iden¬ tical. Not now in operation; building used for common school. Not in existence. Changed to Greensburg Seminary for Young Ladies and Young Men. Closed. Property sold and school closed. Suspended. See Institute for Young Ladies; iden¬ tical. Closed. Closed. See Westtown. Closed. Avery Normal Institute . Lauderdale Male and Female Institute. | Tannehill College . Charleston, S. C . Burliamville, Tenn . . . Gainesboro’, Tenn. . . . Hopewell Academy Lincoln, Tenn. Macedonia Academy . Canfield School . Presbyterian Grammar and High School Fairmount . Near McKenzie, Tenn Memphis, Tenn . Memphis, Tenn . Moffat, Tenn . . McMinn County Agricultural and Scientific School. Alamo Select School . . Guadalupe College . . Leesburg Academy . St. Philip’s Church School . . Hupont Academy . . Carroll College . . Avenue Select School . Young Ladies’ French and English Boarding and Hay School. Washington Femaie Seminary . Mouse Creek, Tenn . . San Antonio, Tex .... Seguin, Tex . Leesburg, Va . Richmond, Va . Hupont, Wis . Waukesha, Wis . Washington, H. C _ Washington, H. C _ Washington, H. C _ Montana Collegiate Institute St. Michael’s College . Heer Lodge, Mont. Ter. Santa F6, N. Mex See Table Ill. Closed. Buildings destroyed by fire Hecember, 1879, and not yet rebuilt. Only a public school or small subscrip¬ tion school held in the building known as Hopewell Academy. No regular session nor principal. See Table XXII. Succeeded by Miss Higbee’s School. See Mont Eagle ; change in name of dpost office, osed. Only a small elementary school. Closed. Now a public school. Only an elementary school. See Marion. Suspended. Closed. See Osborne Seminary. Name changed to Washington Colle¬ giate Institute. Closed. See Christian Brothers’ College. inquiries by the United States Bureau of Education. STATISTICAL TABLES. 613 * 13 ub9.£ oijsnpqos ui jo jequm^; CD H O O O 00 • o ^ ^ ^ CO • OOOOOOOOO O OO ©00 ^ CO CO CO CO CO ^ ^ ^ ^ CO •Apnjs jo esmoo ipj oi sarai! jo .ieqmn^; H th eo m in • ITS T* ■ j O I> CO * Students. •Buoijnjijeui jaqjo jajua joit pip pne oimopeoB jee[ JO 980p JB OSJUOO p9J9pluiOQ h th t> ' cq I ^ . CO • © »C^OOC 00 H* CO lO rH CO 00 ' CD • © • © • © t> • © lO • t> • • © © CO CO CO ^ +3 '+j+s ■ +=■ ■+; © © C3jj O © © o c ® © © ro © ©03 © a QQ3pC0-r?C0C0 . 00 0. a p O © © o oj © c fcfclzipqfciz;^ fc fz Non-sect .. Non-sect .. Non-sect .. Principal. John F. Burris, A. B . . . . . C. M. Walker . . . Rev. David McClure, PH. D - J. B. McChesney, A. M . Rev. Joseph J. O’Keefe, 0. 8. F. Mrs. Ellwood Cooper. . Joseph Hall, A. M . William H. Russell, A. M . W. L. Cushing, rector . Martin H. Smith, A. M . . Wm. E. Bunten . Geo. W. Rains, M. D . . W. H. Allen and J. W. F. Lowrey. Ira Wilder Allen, A. M., ll. D., president. Mrs. A. E. Bates; Nathaniel Butler, jr., M. A., master. George Churchill, a. m . H. W. Johnston, a. b . •uoijbziubSjo JO 9 JUd N CO LO 05 00 05 O- CO CO CD CD CO CO CO ^ CO 00 1638 1836 1660 1833 1802 1871 1874 1879 1838 1869 •J9jreqo JO 9JBQ » • • 1 • • *05 : :°° • CO © CO ^ • © CO © 00 !>• • w • © 00 00 t> 00 • 1837 Location. 1 ! Berkeley, Cal . Napa, Cal . Oakland, Cal . Oakland, Cal . Santa Barbara, Cal . Santa Barbara, Cal . Hartford, Conn . New Haven, Conn . New Haven, Conn . Suffield, Conn . Woodstock, Conn . Augusta, Ga . Dawson, Ga . Chicago, HI. (144 and 146 Twenty-second street). Chicago. Ill . . Chicago, Ill . Galesburg, HI . Jacksonville, Ill . © 1 H Berkeley Gymnasium* . Oak Mound School . California Military Academy . Oakland High School . Franciscan College . Santa Barbara College* . Jarvis Hall . Hartford Public High School . Collegiate and Commercial Institute Hopkins Grammar School . Connecticut Literary Institution. . . . Woodstock Academy . Academy of Richmond County . South Georgia Male Institute* . Allen Academy and Polytechnic Institute. The Athenaeum Academv . Tale School* . Knox Academy . Whipple Academy . LO © |> 00 © HrinHH i-\ rH rH HH From Report of the Commissioner of Education for 1879. 6 Average attendance for all departments. i Students in theology. c Under faculty of Illinois College (see Table IX), having but 1 instructor exclusive of those in college. Table VII. — Statistics of preparatory schools, including schools for secondary instruction having preparatory departments, for 1880, $-c. — Continued. 614 REPORT OF THE COMMISSIONER OF EDUCATION. •xb8.£ oijBBxoqos in siqaaAi jo laqranjsj 'H O 00 CO co co co co o CO ooo OOSS^O o OOI> o ^ CO-'*C‘3'tl Tj. CO •Apnjs jo osjnoa nnJ tn sieaX jo jaqurajq Wt) H • co ■>* CO CO ^ o • co O CO CO CO t- CO Students. •bhotjujtjsui .iaqjo jojua jou pip puB ‘jua’A oituapBOB jsbx jo asojo jb asjuoa paja^duioQ Tf< wi • o CO t> • 00 T* O 1— 1 7 64 1 5 5 i •xeaA oicuapBOB jsbx jo Qsojo aouiB xoo'qos opijuaios paaajug; n r : • • » rH rH ’uotsBiurpB joj paiinbai 9 3y H (M ! 3 T* OS KINO O 33 ^ •sjuapnjs jaqjo jo aaqumyx © • 03 • 10 o o i 5"©: i£| o o t- O rH CQ o • o ^ o > CO o (M ■ CQ rH CO • •9§9XXOO HI 9SJU00 OpiJ -U9I0S joj Smiudaid laqumj^; © £ [ S : °l |oo»o l iO in l> o • • 00 cq t* O ^ t* r* O •^COHi rt©t- O CS tO tfS lO •uorjBUiuionap snotSrpSE © c fii Non-sect .. Baptist.... Non-sect .. Baptist. . . . Free Bapt . E TV n Baptist . . . F.V.B ... Friends . . . Non-sect . . Non-sect . . Non-sect .. Non-sect . . Non-sect . . Principal. 6 : ; S \ i B n. : S 1! 1 1 ! a 1 : ® * a g fc H © © cS^ 1> ^ ©pcjh fp CO r-} P5 J. W. V. Kich . . TIp.v. TV S. Knnwltnn. A . M _ Fritz W. Baldwin, A. M . Kingsbury Bachelder, A. M ... James H. Hanson, LL. D . Morius Adams . Eli M. Lamb . James M. Garnett, M. A., LL. D . Cooke D. Luckett . Cecil F. P. Bancroft, PH. D . VV LLLllliU -i_L. JUiAUU . William N. Eayrs . Edwin P. Seaver c . John Tetlow, A. M . J. P. Hopkinson . George W. C. Noble, A. M . •uoijuznreSjo jo 9jBOI>OOCOOOTji OCOOOOO O T— 1 00 oo o UO h lO |> x- rt O O Cl O O CG O l- !M CO (ML -CO O 00 oo 00 00 00 00 CO 00 00 00 00 OC GO t- 00 00 00 00 co oo rH HHHHHHHHHH HH-'H rH HHH rH •jojjuqo jo 9ju(x n 1873 1880 1852 01>00<0(NO t- Tji CO ZD O 00 00 00 00 00 00 ^ 1805 1780 0 . Location. « F > c t C 9 . . . . Indianapolis, Ind . Burlington, Iowa . Tlnlmnnfi Tnwn. Auburn, Me . TTnnlton TT > j i ©'SI i o fl < 3« O * f ■§ ! 3 CG * > *3^* 3 .2® i j ®t>i 5 1|« 3 f3 a. 2 ■< o ! Edward Little High School . TTmiUnn A nntlA-m-17* \% o.-t o + >d « i|l I3S 1 ®C > o a 3A3 f ill Waterville Classical Institute . West Lebanon Academy . . Friends’ Elementary and Higli School > • • I : : 5 • i, « 3-5 ( i a 5® a^ 3 ©H . :3h 03 ! rp.s*1 1 ©5 < i OAJ ^LLclUilU^ XL it 11 OUllUUi . English and Classical School for Boys English High School* . Girls’ Latin School . Private Classical School . Private Classical School . O H(NCO^ i© CO t"- CO O C O rH H CD CO O O O 00 • • 00 00 ' 00 IO l£3 C H 03 H rH • • tH • rH -> S _ O CO 03 ! 03 O 03 _ rH ^ H HH • H H rH ^ rH 03 CO "^^*10^03 o ' _ _ CD ^ H< ^m.,-vOT hhh^h^h rH ; e ^ ; rH th O CO CO o o CO ^ t> 57 • 03 o ID • OHO COO HOOOOMOCOiD O ID O CD • H ID lO O H>' • 03 t> CO tH O rh 03 03 CD 03 ^ O 03 rH O rH . CO CO 03 H CO • CO -k t-J tH 0^ • rH O WH • ID • 03 - • to©* ooiio ©© ©*©b-©©(Ml© ©mSP o © ! ira >o t- © • rHa<>© * M rH CH ^ © M • M * H rH CO rH CO Ifl C5 'CDiDtHtH rH rH ^ 03 03 CO Oi ^ ID CO ^ ID 00 rH CO ID CD CO H H O O ID t> 00 O »D 00 O iH CO ID 00 ID CO 03 i rH rH ^ rH rHr-.C3rH ^ ! Non-sect. . Non-sect. . Non-sect.. Cong . Non-sect. . Non-sect. . Non-sect.. P. E . Cong . Non-scct.. Nonsect.. Baptist . . . Non-sect. . Non-sect. . Free Bap . P.E . Non-sect. . Cong . Non-sect. . Baptist . . . P. E . Baptist . . . Non-sect. . Ref. Ch . . . M.E . Non-sect.. Non- sect.. Baptist.. . Baptist . . . Non- sect. . Non-sect... Ger. Ref . . : h « h * % ; «r • # ;s * J* i "3 • Ph a3 , •I'd < « r • • • • a : : g : ;. a : : : : ® : : j | i : ® ^ ® : : ^ • J: m ^ a : ^ ” s l&S a|s if i oit, D. D . 18, A. M . lings, A. M . A. M . . . . . it, A. M . ixwell Reilly, , A. M., pres’t.. all, A. M . Ten Broeck ector. 3, A. M . ck, PH. D . ’ing,PH. D.,D.D. Towle, A. M .B . nd L. A. Wait. Stephenson . . . m ft -t+ o a 25 P 2A ® O " Ti p, a Oi 5H.-1 «j A t-A ^5» jsj B =3 m-a . a HS ^ P S c3 .2 fd a-2 o A as ' w fpJt fer.® si’s® fe-.o Is^I^h i? a J|fg« oo . r*> *-h • * «.2pq ®~ &, a| ©s a o.2 2 -"3 .2 s B O-S I CD ©a WPizj a 7; If. ►31 ac0 §i_: •+3 • A ° tziO o 2 *fiS §A’ A a flQb ^ £ ® >P |1 i-*! ' ' Ch rv. • t> fc» ^ -a ^ 1> ^ ®k ®h ®t/ 5h s*! « o n^pHdj^tShStf pp ’g/SpP^ £ ® fd • • o ® g gOO a©! PP'S'S^ a PP P P tfpAPPA •o >, ® a Pg s a ■>s 2 © .2 S to o © t- d *C (Mio-^t 0000 00 D-OOOO OOOOC OOOOOOt-OOOOOOOOOO M t- ion NMlOOii co i— r~ t— ~ i 00 00 00 00 00 00 3 5 - w 2 g - -Hu 9 SiS;®^ - CO CO 00 < c3 X^a -a b ®'C'S 2 a 2 $ g-2'2 S «« 3 3A a 2 o w cs aH o a P OO OP • « in • • TO ijS CO CO ® a o . ; ® » 2 1 - ci r* r: ® ^ w CCJ lla. ill . o Si a WH 43 ^1* ^ a P 5^2 ad Mb; ® 3 s ® a •2 a S a a © © 11. a ® ^ o <0 ^ w t-i - S3 «wp a gp § rt2 a M sHilSsfi • «—< g pj . O r0 ^ aHoopW^oPP A a o 2 S3 ! a :P a © co >> O Sf,: aad •a ®- 3o- : o a ■:< ad a 3 C O § ?-. ® 9 2 ® JS-Sa*®^ .2 u . ^A ?cp § NXCSOHMrtrhiO UOOIOOOOOC^>« Table VII. — Statistics of preparatory schools, including schools for secondary instruction having preparatory departments, for 1880, CD rH Students. •suoijnjtjsat raqjo aajua jou pip pue ‘jBa£ oiuiapuoB jsbx jo oso|a ye asnioa pajajdtuo^ H 17 4 10 13 » . » T* • • • OOCO i (N t» •jbo.C oituapeae jsbx jo asoxo aouis xoo’qas opijuaios parajug; w 0 0 5 12 • * ^ r* rH O > CO .44 -*-> fcr-^ 4s +5 (=- P< ftfta'dftft ®©®P©©r©©© m m w. Hs m c/2 < m xn m flNM kC . OfQH i-l i-l ^C®©®©©© -- P2 ,© ,Q P> ,© J2 .P *ia a a a a a a r<0 0• ,-e to if - fl o «2 >j§00 >~r^ o o o o OOO XOO X X © X O X X X X : © x © x x s © © rO r aa ® fl o ppqo.gr "Sd*—1 03 ® > i 4 © a in © ^ p3 © Q © p- .4 2 >^f)® >.r4 s ©Is PPhOJPhOO H ©® cs Zi'xi •><3 C3 kt nOo OOO PHOO _-u .cc^S.gp'g 'Oor2©p'H J s'©*? g ©t-5>- 2 a • © *-lp02 A to CD 00 05 O STATISTICAL TABLES. 621 622 REPORT OF THE COMMISSIONER OF EDUCATION. Table VII. — Memoranda. Name. Location. Remarks. Golden Academy . Norwich Free Academy Bethlehem Academy. . . . Lynnland Institute . Hebron Academy . Girls’ High School . . Private Latin School. ... Golden, Colo . Norwich, Conn . Elizabethtown, Ky . Glendale. Ky . . Hebron, Me . Boston, Mass . Boston, Mass. (80 Charles street). Closed. No information received. No information received. No information received. No information received. N ot strictly a preparatory school. No information received. Springfield Collegiate Institute . Warren Academy . Princeton College Preparatory School Mr. Kinne’s School . . Anthon Grammar School . . Brittain Brothers’ Preparatory Scientific School. Brooks Academy . Springfield, Mass . Woburn, Mass . Princeton, N. J . Ithaca, N.Y . New York, N. Y . New York, N. Y. (1267 Broadway). Cleveland, Ohio . Milnor Hall . Easton Classical and Mathematical School. “ The Hill” School . Lapham Institute . St. Mary’s Institute . Hanover Academy . Janesville Classical Academy. . . . . Gamhier, Ohio . Easton, Pa . Pottstown, Pa . North Scituate, R. I . San Antonio, Tex . Taylorsville. Ya . Janesville, ‘Wis . No information received. Closed. Closed. No information received. No information received. No information received. Divided into three branches : Brooks Kindergarten (Table Y) ; Brooks School (for girls) (Table YI); Brooks Military Academy (Table YU). No information received. No information received. No information received. No information received. See Table VI. No information received. Succeeded by Janesville English Academy (see Table YI). Table VIII. — Statistics of institutions for the superior instruction of women for 1880; from replies to inquiries by the United Sta tes Bureau of Education. STATISTICAL TABLES. G 23 From Keport of the Commissioner of Education for 1879. & Since succeeded hy Eev. A. B. Jones, A. M. c- o rH r^HHM rH nrlH — L- O H M i rH ^ CO • I> 50 44 100 •juomjjndop XrojeJBdojd ut aaqumu 11 U- TfNOO- ! I rH ID ^ ^ t- . , CO • • t'OOO CO CO O • t> i i CO . rH i . 52 12 •juouijjBd -op Xiojejudord ut sjojoiijjstij 10 in m 5© oo oo w - I-1 O 0(M05 .oecwcocooj U- HHHCO . O 1C ICIO N O 00 00 00 00 00 . 00 00 00 00 00 00 O NWCOOOO 05 to co CD ^ ID CO CD CD L— tO tO 00 00 00 CO 00 00 00 00 00 00 •jojj-eqo jo ojbq; « 00 00 - HHHCOHCOlOiOLOh* • oo co S 2S S S 2 25 55 S 2 ! C5 .05 CD . co • *o t> > 00 • 00 00 • rH ■ rH rH * 1874 1808 1852 Location. Gainesville, Ga . Griffin, Ga . La Grange, Ga . La Grange, Ga . Macon, Ga . Madison, Ga . Marietta, Ga . Newnan, Ga . Perrv. Ga . Rome, Ga . Rome, Ga . Thomasville, Ga . Chicago. Ill . Evanston, HI . Galesburg, Ill . Greenville, Ill . . . . Highland Park, III .... Jacksonville, Ill . Knoxville. Ill . Lake Forest, Ill . Morgan Park, HI . Morris, Ill . Mt. Carroll, Ill . © 1 rl Georgia Baptist Seminary for Young Ladies. Griffin Female College* . La Grange Female College* . Southern Female College . Wesleyan Female College . Georgia Female College . Marietta Female College . College Temple . Houston Female College . Rome Female College . Shorter College . Young Female College . Seminary of the Sacred Heart. Woman’s College of the North¬ western University. Knox Seminary . Almira College . Highland Collego for Women. . . . Jacksonville Female Academy. . . St. Mary’s School . . . Ferry Hall, Lake Forest Univer¬ sity. Chicago Female College . St. Angela’s Academv* . Mt. Carroll Seminary . -sed STATISTICAL TABLES. 625 * © •OOWOC'l^ • © • (M ©©CO © ©HiOCO©©©CO(MOO)OiOM^O©©OH 0s| t> t^O© © C0©HOH©WC0©!0C0C5lC505Oi-'05© 'M © C-» CO Tji O © i © © © © © © t>- Ol ^ 00 < . 00 © © © 00 © ©^^1 A* 3 *> fcJOcS go . o «pz; o H 0 qu . O q PH ~ ^ w — •g-g'S O O OT-§ • ® ©«;2 :«3 ' ® © (DCOM © © • ©•■H.2 ©.-1^5 . .p ® ® ® • • .g * rO q q.'q, p 'q,-2 oH$qppf=lHP^p5S « 3 ...jiSoOO.i.jVOS fcapqfccqopSSpHfcfc&SSai&ft © .05,0 g 3 s8:l£ q 5 a « 5 J? 3 0 3 O E WPh £ H Uo © © ra'o «®3 _• © pH c3.® h3 0 2 a *3 I© W ^1 I ^ S >i5 u Fh-t- 3 as* !?! II a a i«, q bjca . fej rt o © a mPhco Ph 0< -2 « c5 a © fe -43 3 © 3 q Ph q >5 a h n o3 © g < h tb ’©OHqb. 3 s o .1-5^^© -,2s i 3 3-2^ £ j-Ph-£o£ e,^|5=1n'§ §-g-*H q-2^ Io£^£^o5PhPhWPPh > O k © © © © SPhOPh ■as o a H 3 < ® «• ® q Ph q«, I .w| Wfl®^.ssa ©^1.2^3 Ph H5M 3 t> © O © a •i&® ©ft W|c a c3 IP ■ © fw.H3 s^p* t>,3 t> s © o ©S3 © © CM © © © 00 oc 00 00 oooooocoooc >©T*©TH-l^''fl>i-O©00• tH P— t"» © • © O lO 10 LO - . QO c - - rH ^ • X © CO © CO © t- r— i©CJt^rtao^ XX «xxxxxx .xxxxxx *XXX XXX o ft o O rr-J CS ^3 a sM. <1 * © 6 s ^ © • rf ^ * - -UU^ ^ 'fl-||||'|sMll|iS O^abtfcjoSfiaflrrSi, fl*i § O § I £ S' «' © a^o § g'S ^ q^ q as " fh © 03S ^ ^ © orqqaiia:'3©^vH® q ® © OoSoc2WWhh^3PhPhPhWccmmq M « O q a g © « © a © a tn © ;q o © m M P^ai ^ © : 6? i . q . \ a • ©‘3 ! . b*a © : A rr ^ : ^ a cc © I o ©zS :o-2 © ■ g © &c • M<| ^ ^ © O bt&jc ®o°-2A ~ " ©o OO be © . ci/qp-H . © - q O q. bUOT ►p q " • p q 3 ^ a .a g q^F^ '3^3 o® a^”^^ S ga ©j^-c © PJ ^ r H ct qj - rt ^ P ©fcj ri 5 ^ ^ r^r M ' p ^ ^2 qj -25^ o ©^ © ~A & 2 o^ fcT'g Tfi©^'S^^yrppfag-ecoS ■p ^ o h S s r >. © ss t- ^ ^ s: qjsSlSso^P^ao® ©c'3 5 M £ »o © © a I ,©r© Hfa v r -H — JL (73 Sfo A 3 aoa a _ CZ w *a ^ o sail | ^.,2 q q 3 i&z< ^ ^©S2 .2 q i> o q o SIJ-P-J q pF< q ^ ^ 3 M a >s : : ||| «|l 'q © © S’q a o a a © £ ©Phm. p s ^ ^ MO^<1 X ©5 O rH CM CO -H - - t> L'- t> l> 40 E * From Eeport of tlio Commissioner of Education for 1879. b Includes students in music and art. cSee Table IX. c Since deceased; succeeded by Prof. Nathaniel Butler, jr. Table VIII. — Statistics of institutions for the superior instruction of women for 1880, f^p^WO flQfl o _ , w © © g "©pS <* 3 “ ►*£«£ d «s © 3 pi ft So § .2^-9«2 I § §°1^' * 2 • © « . • • .• >• ■+= ® t> t> t> © ® Cj © © © P3 33 S Q 2 ■ ■ Q ftA § a. -• •rtf S ftbfi 3 *h 3 Ja jq § >» § S1HSW21 ^sSs^ P0 r§ ^ ^ H ^ ^ CO CO -P3 CO • • co co ® . co t> >- S3spi93f5 : a : ^ • ef g is J : : '"1 g ^ •3027! : S-Sm 5 H ©a • S. ^ ^ 3 ^ .5 ^ §t t> CO |>ft t> O £§£g£MS •noijeziUTjS.io jo aj'BQ; co m ^ rH oiccooofoo © CO t* Cj b- O O D D o 00 00 00 CO - 00 00 00 00 CO 00 CO CC OO 00 CO 00 < •jejxeqo jo q^q • cot* co . m cd r- © . . . _ ) CO 00 OO i 00 00 00 00 00 0000000000000000 ao ~ 2 OQ TO . OH « ’ .<3 3 ® <3 ® 4 a « aas- ^ &8So.aS | affi'&agll SlelfaS 5 -ersp-e 9'^'S-e^ a © 2 ■5 goillsis s3o®«S33 pq pq pq^^pn OoRSOPhmO rs 53 .g n o ,» d Lq PP H N roS P'-S ® ® o gsjajgija ^ P p, o' -.2 l§K§&oaa a^ a* ' * a "© o a ■ ■ be : : s : : 0 iS? ;.g<8 ; a © 1 o-g .05^ •a :a I Eh 8*2, ® a i o o^i © a n 0^” S-SpS »8S?av.ig la § a aA,®d a fa § © es^t^n® ^ d ^ o P fl Pr® S ri fl ^^2 s aft^s o^fa"S - _ ^'clcS Hpq-^^ 0 ©-^0-0 0 S’S.S ©^*0 S'a^^^iStls-^ ® 0 Rido STxlTISTICAL TABLES. G27 C5 CM O C5 CM CO CO CO CO CM CM OHr CM CM CO lO CO o m CO O CO OOOON COONt-r^ (NlOCJ 00 CO HCIO 05 a »o jjiSfijzi 3pq!^£ pq(£I wp4£ p4ph p!3 00 CO 00 CO CO 00 00 c OOh CO CO O CO 05 l> CO o ^ 00 00 00 CO 05 CO 00 05 lO O rjH lO CO t t- CO O CM 00100505 IOO^M> COLOCOUO 00 00 00 00 00 CO 00 00 00 00 00 00 00 C5 CO 05 *o I': :i 00 00 co ®'° ^ooo ^ ^ 2 ^ ^ ^ ^ 2^l*f'5§§§ 1 1 § ®sfi a fff 5 ©iB ®.p.s.a *3 s'3 :§*«so® C ~ M cn ^r2 o' .g,d a o o 2*s Pt® of of © S'S'p © o © o t-5 § -*S +i 4i -P ® C00Q02 GO# M A ® p~ rt ki:p M a a a S & § (D Qtr S'S § £ aTh ^ ©£t*t* g 1^5 Nj Ss-a ' o O'® ^llsllll! fc <1« ww«6o :fc JrA ill ^ H "© ^ *3*1* ^ S ^ o ^ 3 Jo 3 n-si*31 Mtl ®r" * * pH © :oo g : £5 • C3 O o :s« C5 • © a >j ©*’6 § J2 « §.ofc a in 81 *3&g<8 p^Ma.2 ,§3§£§ C/2. (72 ©op * tt W) © gaalc ® C O^j ®oo 3 3 © ©^ as© ® ,®,©U gH* s ®43--q;a h aa ® 4^ « ©rP mWOH • to : a . a • o :>h fcfi © © Pi fcJD O © P ii A a © 313 fcC.2 on ©+3 rt o'®1--' .2i> „ R. Ph 9 0 ■> :’a •CG h® © 2 ti P Cj c3 m a iP 0 ^ © 3-2 1-pR ^pflol • a : ® ■ co :p :.P«^'ApSJ^a'5'a jOc q © Bp q ©C5 © <1 5p o © R:p g <5p;^ HfQi coM ro rt 05 « 1® a '-si^Ja ®^p © sr/— i ..S^ a © 43 p ® o o s ^a ,-h ^ 05 rs rrt •* o ° .tn * ^ 5 ^CQ ^ O © §;S M a >3 OPq p a ®^ P Pm » a ©r- p cS§2 O ® W O ptj bJO© s^-3 1| ® >*JS I>5 P *rH cs p,2 AhMWOQ © a sm s g 05 05 ^7 O ^ h a O *— I CO co o HC-1CO ^LOC o 05 0N 3 fc£H 6 •spigpnxs ops -npcXo jo xaqum^x •Qsxnoo -.red ao x'Btoads uj 2 i •esxnoo xt?piS0,i trj OrflOOCCOO OOO'tOHO ^ ^ H W H CO •XttanixJTjdap Aaoi'Bj'Bdajd ni jaqnm^; ® CJLOO •^rrarox-ied © *9p 3icq.ejed9.id tci ejaptu^sni i- < •eX'Btngj wot'WoccooiaiaTtw •OX^K 30 TjccoTjieotN. . • t- W>£ | *• CiO>r-li- © 3 © OttP lZ © 0 go S 3 O C PP 'wJ s 33 d £ © O'O fe OQ § C S 5* PP3 ^ Ph s :1 ■< : £ oa . d © . O P ; g p ; .< » : q-d o ; 9P:g SjE §©m I5& 5 © . © PHO O < dA ^ O ^ W 2 *iasg S^IS Pt/2 ®P3 K.V | A • a3t> P oc P P r* a' 5 s'HrE1 • • |S -Hi a® |||p|! © 0Q^fr'2'® dp &> S t> &> od a > rH Ph ^ ^ Ph •UOI!).BZlirBSjO JO OJ^d ^ M T+- N t> ^ LO O) N - - _ - ._ , lO^lOCOCOWiOlOiOOCO ) CO GO CO 00 00 GO CO CO CO GC oo CO 00 CO OC CO 00 00 CO 00 CO MOJimp JO OJ^d W . Oi O r* O NCC -O^r^^O Tli O Tt iO CO . O O LO «o lO 00 00 00 00 00 * 00 00 00 00 00 ** i :° jfgRi* g,Sfc g Cb ©~ O P o o* :P-°P33 .2 .2 .2 2 33 co oO xrJ).„ J rt t> 2 >- MS ® ©3 t - © ©3 3 60 3 "® Md S^!-a5°liqq|€|i°- r~* T* _Ol 'Tl f*) ~ aT er> ^ O O ^ ads y d-rvr g r’ r— r ^ .S'© p-d >-5 © b 5°. rT-P q-’E^'oi a°.®-^ g s’ m3 c1"5 ©3 o^^'S 2 2rd'’g ® S ■© § ■© fe ‘3 >ti2S ^33 3.0 s “ ©Ci m p l3d5.9©.S^d32S-P— ^Iclo PP<1dP P^OP PHo ooPdOOHPoopp « ■■* &F© 3 : 33 &c -g : ^3 © ‘■g :soo 3 :63° © i © §3 ©s i— i r2 9 P cSOS®g 3Ni?£ g©s 0^3 og g a o gpi © > o © « © cS oM<1ci5P Mh >? p® 2 os o S3 dn.au 9© © ® r®P« 0 ^9-P ?PpQ r® ® p p^3 'gg'S© = !■§« OP3 X © POOP : ©o : fcfn-S 3d ■ 3 :o^ ; ©.2 P I'm 3 9o SjsU IS S5 © Js-p ccHP ©P bfj.jn - p. 03 n ^ © a © fcC © &c © +^> ©S d §o|33 3 a 2 ^ ; §-3 s i © ;«? b£ ab <3| c3 fl- -dp 3 . d d :o ©.23* 3 S®g § >> \rnm § a ® fl ©0333 2 © 3 PACO I>®rdH©©dr©dMi't/-' ^ m © 3 P 3 P b® s 3 P © &rs2*o 3^ g 3^ © M 2 s^3pP 9 £p Ssj-st t.p«5r-JHai y s ^,33 sr," ©_ dP2 03©^^ 33 -© g 3 M > fta 9 9 “ ^ O fli C3 r °3 §3 2 ©.- boaOONK lOM® © :33 d o lo^P St. Helen’s Hall . | Portland, Oreg . I . I 18G9 STATISTICAL TABLES. O o w ^CO^CSO lOOt>LOt> GO OQ c © w; §« • ; • +3 • +3 1 a +3 • •+a © s u o ® ‘ © • © ai a © CO •" A « • SO.H © 05 . flag -pg1H. rt-a-rt © « LnO 2 1“ 92^02 So • . o o g Jr o to # . . -WOO © W © cd tt.fi 4a t> . A A - m S-S 1 ‘55 c5 30 Mg © o a 9 §1 I ^ M ACq -» :SjKs •< <5 a ' g § go" ^ ® o o CH . 0C rt LjOPh . r- tC'4-' ^ U f-> ” a © k! g Pfl «: >s<4 ©P ;5rt> rtW -S'-') 50 ©AilJ a 3 -A) ^.2° -^ . 23 a 8 aM’^ Cv • %T* CO c3 • c o M • • • a l> s cm !> to © >• > ® o ©Sw © ©±3 ►*P3S8 r • <£ § s^sls i* © # . tij • • b_j ^ 9 >•£ > kO . • 2 ®l2 © h»! © .k! ooooaooo ooooaooooooo 00 Cl O TjH CD C N o *?< CO 00 00 00 00 lOiAiCOO oooooocooo uooooooo 00 00 00 • 00 00 NCMMC^ O I O (M t> t> lO IOIOIOC 00 00 00 00 00 - 00 00 00 00 00 00 cc ( <3 <3 ? s £ g rt a e« o a ^ ■ a a a a a o © © £HH*s fool S .2 g gHH ®3-a9iiS-^9 -g es 9 > 5 S © 2 % I ® ®3o.ti « 2-s g § uup » » C M3r^M PhPOF^<1MMMOM^ OC5 S'g'S- © a © © aE-iH a _ _ © © © 9S ® ► £E ^ 2^ - 58JI :tS b © r* g I 2 ‘-2 9 to g« ttS H ^ W) MA ©M . c-^ © > rf S ®M a *C S’b* §■§ 8- O gM o5 a e ? P £ fco eS a o © M o jnpH "® © c.o cc,© Hm h>3 © a t u 9 § 2 £ MM 5 • a 9 3&8| M © © 9 ©Z3 7J © *3 c gee l“Il >>9 «cC .■S r® W j ® b/)^ 5 > > ,a o oo :^9 E; 2 -a MmMO Sf'3 beoM >3 s ©A ^ 9 otc^o g <-> ©o © ©'3 >0-9 a ©eg ©c „ a©© geo ®£ 1 1^-3^ H aM © a am ©j o 0pt< o gw ©"S-raA © ^ 2 k3 9 ® c Aj a 2 2 a ? ro ® ©a:M ©uT a g ct ^ ENjpMod © "rt 2 , ^ O « ©w . fcf, © bC ■ Sf £ © ©A mOj © Ills | O ©° © g °aT8S« rt| a|o ® e w © :m|©^.2 !_ >; CO O C > O ft Hill, RkBH^ O © © -2§fc©cl§ *111-2% g ga c3 aS 4^ m 5j< r— *r? >■ cj \m$*i *t>' o ’5 I p |!|i 9 a iCO^ ' ^ rt a g? S 4* Lrt o t> c cs ©: c :oa 629 * f!r01^ ^ePort ot tlie Commissioner of Education for 1879. d In music, painting, and other departments not otherwise reported. a Partially endowed. e These statistics are for 1879. ^ m1? • u i8 °,r students not separately specified. /Includes pupils in music and art. c ihis school also admits young men and hoys, who numbered 38 for the year ending June, 1880. Table VIII. — Statistics of institutions for the superior instruction of women for 1880, — Continued. 630 REPORT OF THE COMMISSIONER OF EDUCATION. •sdtr[SiT;[0T[09 jo jaqnin^ s . 000 • ■ • 0 • • 0 - O ■ • if • ! ! ; ; • *> • ■ • « ■ • • • « • •s;u9ui^.ii:d -op ni; ut jgquina « " oca ooioocaca (MOO O HC5 10^t^OL0Nt}COH OO 00 rjc t> 'O 00 CjO ho 00 C5 L- ^ Q O t> H t> Cl 'J rH r-i rH t— 1 1— 1 rH 1— 1 r-( rH Number in collo- legiate depart¬ ment. •sjrrapn^s oye -npnj;3 jo aoqnin^; 14 • • • 1 1 • 0 -3< (M * T-H rH • • • • ( « • 1 1 i00 i i i *9Sjnoo xutj -aud jo xexoods uj « • ■ O » • « CO rH • 0 - O (M •asjnoo jujuSoj UJ « tH ca hoioo^h 00 0 (Mioocaooo rH NCjOOOQ ca O t- I>C^COOt>D ! CO ICO . co •^nomxjedop ^uo^naudgjd ni aaqnin^j; 11 (M id OOt-iOOOCOC~ •OPK CO CO • CO UO r-l ©5 © : I ■+= o ■ J £>"3 g.M l£ Ph 02 H . g,|5*,§lH .9 PJ b. ©r-T . •a asS S50^- * 2 £w|l|g| ^ 2 t>p-§ > t> H t>5 © . .2 ffl © P-1 h^ CC Ph Ph w° pH Wo es H O r/j rr> j—ji i a » ^^q«h q : : p ~ . p e3 q P- a _t> a^- .2- ^ SdJ: Nniw 1> J> t>“ n> ‘hoi^zihuSjo jo CO CO 00 OO OO 00 00 CO OMOCOONWOO^H O h- O h* CO CD LO O l' t> oooooooocooooooocococo • ja jxexp jo oj^d CIOOO^^ iC -H o co CO 00 CO CO 00 00 CO CO CO o ^ OO 00 ^OCOMOO^t> 00 O O 1^ ^ lOOOOOOOOCOOOCOCO M ® : m H *c2 i_)- © “ 0H-§ 3§| Sg Ef «pl o pa 2 E coo mH © - Hg «D > s M . © . _ ^.8.2 *,^3*11 -t— 3} O C -4-2 g-S’BSSg H3a£^ • c3 :t> cs '2 t> Ph „02 bXJ® 2 © ^ o HB - 2 *t> & <3 ^ t> C8 3 t> 3. • *t> C3 ©"pi m - p p a fl ® p O o q o ©P! IP Sri « e-g-gid m S a !•§*§ g | g g g-a : :A © ;g fcJC -rr, : >> • c3 : a : a i © :«3 ©43 bC - © — r-l © 43 S — • r3 . -g ® © : be be Pi ; g!s!i°»ppii ^ C3 *r-< P fl'cS'TS Sp2m ^ o^h h 2 5 0r2Sr3 2-3 hi ci ^ ^3 £ O 2 ^ 2 ^ 00 BCxe^&Ll^lW «iMl®gs£=g5JI a § f^.3 «8 S 9 O w © bJC,1 'cS • © i^3 M 'St,®® 'S’ ©Hasps, g ©43.95^^ r-l c» rt 35 01)2 ©Wc? 3 w h n O :S ho«S ©-2 ©^2 ® © ^ ^ (D 2 r2 ^ ^ ^ gl g a -s 2 o P- s a .2,® -a a OiOrt CqM^WOt- 00 a> O HCa«-#0©l>»ffl0r4 05 0 0 OOOOOO OO i-4 HnHHHHiJHHWN r-i(N(M_.jMPX > cgS c3 ■ 1> : . a Ifi^s ££ eS'S 3 a ® § g a 'SlgSa? a © to K Mo &2~ © >. b£g © a ~ o g.S'S g I bo,® feSO§ ^ ffl-2 £ tt-SH ® ; ^ a CC •. AS Cj g-H a 3 s fj S’® g a O o 40 •'jnem^iBdap ^JO^BTud -aad ui umuue rod uoijinx w Cl 40 0000040000 i CO ^ CO TtUO CO CO CO ^ t* 1 1 1 1 1 1 1 O O CM 40 O • CM CO CM CM CM • ! § CM O O Til CM 40 oooooooo COCOCOCO^t^COtH O 40 o CM CM CO •rana -ub aad SutSpoj pun pjBog; Cl Cl 00001^10040000400 40 40 rH o 40 T* O CO IO 40 CM 00 40 -HtMCMHHHHHHOCM-^ <£r rO O O 40 O 40 CO rH rH CM I0000 40t>00 COHiO(NCMOXt> Library. •JB9iC jooqos jsbj oqi ut esBaaoup H C* O O O • CO • . O o . • O 40 1 • CM rH • O O • O o 40 O • O » • CM CM • • • O O O O O • 40 40 o O • CM Tl^ CO Til • •saurapA jo joqumjq 20 O O O O O o o • 0 0 400000 • O O 40 CO O CM 40 • rH rH CO j oot>oooooo O O 40 o o o o 0 0040CD10050 CM' CO rH I-T rH o o CM •jb9.£ OTjsepqos ui sqooAi jo jaqum^[ a H 00 O O O o co O O O t#< CO CO t*< tJi t*< co OOOOOOOOOOOCMO CO Tf1 TP tJI Tt* ^ TT* Tt1 T^ CO Tt1 Tf1 9sxn< l 699.1 £q •.fpn^s jo jo qnj ui sjbojS jo J9qam£[ 18 T^ • • 40 40 i • ■'* -V "tfi . irs O Tji Til 40 Sop 9JBlS9q09 J9JU00 0 J AVBJ )ziJoq|UB uoijugigsui 9qg sj H xxx Jxxxxxxoxo X X o xxxxxxxx Name. H Union Female College . Florence Synodical Female College . Huntsville Female College* . . . Huntsville Female Seminary (Botherwood Home) .. Marion Female Seminary . Svnodienl Female Institute . Alabama Central Female College . Tuscaloosa Female Colleen* . . Alabama Conference Female College . Young Ladies’ Seminary . Colloeo of Notre Dame . Hartford Female Seminary . Coner6eation de Notre Dame* . . Wesleyan Female College . Lucy Cobb Institute . Columbus Female College . Andrew Female Colleee* _ _ _ Dalton Female College . Monroe Female College _ _ Georgia Baptist Seminary for Young Ladies . Griffin Female College* . La Grange Female College* . Southern Female College . . . Wesleyan Female College . Georgia Femalo College . . . HNM'd'ioot'CCfflowrjn-^mcst'OooiowNMTiiLO© HpHHriHrtrlHHrtlMMfaNMNIN STATISTICAL TABLES. 633 Note.— x indicates an affirmative answer; 0 signifies no or none; - indicates no answer. 634 REPORT OF THE COMMISSIONER OF EDUCATION. fii •sa9j noxqinq mojj iBOiC qssq oqqaoj sqdxaoay; •spnnj 9ATq.onpo.id aioij emoonj •spnnj OAiqonpord jo quuomy •stiqB.iBddB pm? ‘sSur -piinq ‘spnnoon jo QnjBA •asrnoo Tcm ■Sax ui rannuB jaa uoxqxnx •qnoraqjBdap £ joqBxed •9jd ax canaaB jod uoiqxnj, •nmn -ub aod Saigpoq pnB pmog; •JB9^ qooqos J8BX oqq nx osBaaonj •S9nxnxoA jo aaqran^j; •.tb9.£ otqsBXoqos nr sqooM. jo raqomsT © © © © © © a a a a 3 a a a © © © © © a a a a a ►a >-s ho 1-3 1-3 © © © © © © © p a a a a a a p a a a a a a t-S 1-3 1-5 1-3 1-5 1-5 O O O O © ® O © © © © © © © c5 ri iN > : a t-;^3 :: O © O o O o o o o o O O O O to O O LO O L-O o o o of 00^ o' o o o o o o o O O M ^ O OO p aJ bbbbfl • • • • W VM t> #C5 t00W rH CM n> CM . cm a> © © P P P P P P P P P P © © © © P P P P P P P P o t> o o O O O O O o o io* co co Th* to o co'io' o o o o o o o o o oTio'ca' *3 o o - — ' o o lOCQ o o o o o o o o o o o o © o o U0 CO ©ooo © o o o o o o o oooooooooooooo oooooooooooooo oooooooooooooo oo ooo ©ooo© OO OOO O O O O LO OO OOO OOO© CM O O O O o o o o o o o o ^oooooooooooooo ^ lO Tji o (^4 O IO o o CO O lO o IPOOLOOOOIOOOOOOO COCOCOCMCMCMCOCOCOT}iCMTHH O O CM O O O O ic ^ fcJD © ^ Zl ® o -JD 03 © o •SO S © © £ © 5 P* be.; ©9 ■ u ©-s « : o kffg&fpS'S-'S s ® it o ® rt © _2 © * <- ra'^ s'© g 73 §i« g © ©o a a lr a frj |©££ l&. a I ©a j ®§ aJX| J a 2 2 S I*.si£iS3 lla-: 1 14 §l£ IS a Bg | a g gS^I- a ft rS a cj g 'S u £ o M -s § © "S © i fcj ©hj a ©Wrb ^ "TS a §§aF^ i ® o r 635 * From^ Report of tlio Commissioner of Education for 1879. c Boord and tuition. c Xliis college is connected financially "witli tlio New a See Table VII. d Includes receipts from all sources. Hampshire Conference Seminary. b Includes incidentals. f These statistics are for 1879. Note. — x indicates an affirmative answer; 0 signifies no or none ; _ indicates no answer. 636 REPORT OF THE COMMISSIONER OF EDUCATION. •so9j nothin} moaj araA jsbj oqj aoj e^diaooy; •sptmj QAtpmpoad xnoaj omoDox •spunj QAipnpojd jo jnnotny •snjurcddfe pan ‘sSnt -pipaq ‘epunojai jo onicA. •esanoo ax^n -Sai nt mnaae aad uoxjtnx •jnaraja'edap Aaojured -aad nx rnnunn aod uoijxnj- •rami -uc aod SaxSpo[ pun panofp •anaA {ooqos jsiq oqj nt osnoaouj •saranjoA jo aoqmn^ •anoA otjSBjoqos nt sqooM. jo aoqnmjji •Apnjs jo osanoo jptj ai sanoA jo aoqmnjq i sooasop ojBtsanoo aojuoo 0} -M-iq Aq poziaoqjnn noxjnjijeni oqj sj . .tsx .woot> ^OOHHONINHH © •>© lO ooooooooooooooooo OOOOCQOOOOOOO IQiOiOOOOOlOCOCOfO^ o o o o o s © .2 J3 a ©o © *2 3 ^ OJ£§£k|®£;S£MS©&©~ ©Ph a -2©S 2R © c8,_. 5 ®H © M- fe O g a**! © t> a © ©* c§ ^ ©'SSfeo'gpS ©h © a © f-, C« O A X © 40 -P C3 .H A O rH © .9 A OfiHOO^MHPQOOOOOtxHWOf^HPHO} ©52 8^1 ^11 0^0} IS - a© & ^®HA a © o £ 13^ 1 2*1! French, and Grer STATISTICAL TABLES. 637 c$ S3 S S S3 t* 06 06 ooSdS Sdci o? S oS Si S* e5 --4 § d S I 1 111 11II11 iiigiiii 1111 I 111 1111111111 >"5 h> t-S >-0 ►r. t-5 Ho >-5 l"5 h h h) h> h h> h h h> h h) h h> h> ^3 ^ h hi >S h> h? f~S h? h Report of the Commissioner of Education for 1879. b Board and tuition. d Value of grounds and bu des incidentals. c In 1878. e These statistics are for II Note. — x indicates an affirmative answer; 0 signifies no or none; _ indicates no answer. 638 REPORT OF THE COMMISSIONER OF EDUCATION. Date of next commencement. © C* June 14. June 15. June 16. June 10. June 9. June 15. June 24. Juno 21. July 1. •saaj uorqnj mo.ij anaX jstq eqj aoj s^diaoay; QC « $2, 000 4, 250 10,800 10,000 10,000 Property, income, &c. •spunj OAtjonpoad moaj omoonj o • •ee- ; •spnnj QAijonpoad jo junoruy © o • <&- ; 10, 190 •snjnrcddu pun ‘sfiui -pimq ‘spnnoaS jo onfe^ $100, 000 *25, 000 o o o o o o o o o in' o' in' r-i r-i * o o o o o o o m in o o t- csTco'o'in co m o m Cost of — •osanoo aem -Sox ui mnuuu aod uoijinx o o o o o m r- in lO CO i o CO <&- co o o m (N in co co •jueuqaudap Xaojuacd -oad ui umuue aod uotqnx w m in ^ co ^ m o o o o o m m m Library. •auaX jooqos jstq oqj ui osnoaonj c* • • m • • 00 050HWCOTj STATISTICAL TABLES. 639 List of institutions for the superior instruction of tvomen from which no information has teen received. Name. Location. Name. Location. Centenary Institute . School for Girls . Grove Hall . Young Ladies’ Institute . Nassau College for Young Ladies. Southern Masonic Female Col¬ lege. Hamilton Female College . Lumpkin Masonic Female Col¬ lege. Cherokee Baptist Female Col¬ lege. Illinois Female College . Female College of Indiana .... St. Mary’s Academic Institute, Mt. Pleasant Female Seminary! "Warrendale Female College. . . South Kentucky Female Col¬ lege. Christ Church Seminary . Louisville Female Seminary .. Cedar Bluff Female College. . . The Misses Norris’ School .... Frederick Female Seminary . . Oread Collegiate Institute .... Young Ladies’ Seminary and Collegiate Institute. Female College . "Woodland College . Clay Seminary . Ivy Hall . St. Mary’s Hall . Freehold Young Ladies’ Sem¬ inary. Delacove Institute . Athenaeum Seminary . Summerfi eld, Ala. Farmington, Conn. New Haven, Conn. Windsor, Conn. Femandina, Fla. Covington, Ga. Hamilton, Ga. Lumpkin, Ga. Home, Ga. Jacksonville, Ill. Greencastle, Ind. St. Mary’s of the Woods, Ind. Mt. Pleasant, Iowa Georgetown, Ky. Hopkinsville, Ky. Lexington, Ky. Louisville, Ky. Woodbum, Ky. Baltimore, Mel. Frederick, Md. Worcester, Mass. Monroe, Mich. Sardis, Miss. Independence, Mo. Liberty, Mo. Bridgeton, N. J. Burlington, N. J. Freehold, N. J. Trenton, N. J. Brooklyn, N. Y. St. Clare’s Academy . English, French, and German School. Mrs. S. Heed’s Boarding and Hay School. Poughkeepsie Female Acad¬ emy. Judson College . Estey Seminary . Simonton Female College .... Mt. Auburn Young Ladies’ Institute. Academy of Notre Dame . Chegary Institute . Pennsylvania Female College Cottage Hill College . Columbia Female College .... Due West Female College . . . Brownsville Female College . Columbia Athenaeum . Columbia Female Institute .. La Grange Female College. . . State Female College . Austin Collegiate Female In¬ stitute. Dallas Female College . Galveston Female High School. Goliad College . Petersburg Female College.. Augusta Female Seminary . . Mozart Institute . Virginia Female Institute .... Parkersburg Female Acad¬ emy. Buffalo, N. Y. New York, N. Y. (222 Madison avenue). New York, N. Y. P oughkeepsie, N. Y. Hendersonville, N.C. Haleigh, N. C. Statesville, N. C. Cincinnati, Ohio. Philadelphia, Pa. Philadelphia, Pa. Pittsburgh, Pa. York, Pa. Columbia, S. C. Due West, S. C. Brownsville, Tenn. Columbia, Tenn. Columbia, Tenn. La Grange, Tenn. Memphis, Tenn. Austin, Tex. Dallas, Tex. Galveston, Tex. Goliad, Tex. Petersburg, Va. Staunton, Va. Staunton, Va. Staunton, Va. Parkersburg, W. Va. Table VIII. — Memoranda. Name. Location. Hemarks. Lexington Female College . Shelby ville Female College . Wesleyan Female College . Haleigh Female Seminary . Lexington, Ky . Shelby ville, Ky ... _ Murfreesboro’, N. C . . Haleigh, N. C . Closed. Name changed to Stuart’s Female College. Buildings which were burned are in process of reerection, September, 1880. Institution removed to Oxford, and name changed to Oxford Female Seminary. Table IX. — Statistics of universities and colleges for 1880; from replies to inquiries by the United States Bureau of Education. Note.— For statistics of the professional schools or departments connected with any of these institutions, reference is made to the appropriate tables. 640 REPORT OF THE COMMISSIONER OF EDUCATION. 'WZ •xssrptm 8}U9pn}8 jo joqmn^j; •osmoo oprjTio -tos joj JiniJBdaJtj •osxnoo xroTS -sbio joj S aijcdajd •exurao^ •opH © ^© o o •sjox.onixsnt jo aoqmn^; o • m so co 0^0 p«2 .® p's © ^3 : ft ! <3.? fc | *5 5 6S > . © c £ S > 3 > q-g > . i-3 © ? ©©©©.©©-fiS P^HsP^pqp^oP^P^P^ p ; ►3 : P ! © s : ef 6s> o . jad & © . £ : op I P* a "a ! ® .2* • p i*M \< ©§ ~ qts.3 g < < £ I fSg^g'g^iH "SoIJIjNp; ^ v w — • o pqtfpiPStfaM^ •notxtJimaouap snoiSqaa; »"§ Nlo 3 P-i © © g - ©■£ © 0,0 03.2 ai S g ftS« 2§^§ !§§•§« §S° 6op3 •pj q __ ___ ■ ow o « o o ’ 02 ® 2 £ £ 2 -,,••.3 ” ® 2 9 ODW31 &q’C g g pteSS&zjgfcfc •noixnzrargjo jo o^G OC 00 CO 00 oc 00 00 CC GO 00 CO CO GO CO OC 00 CO oo oc 00 CO 00 00 M&jJBqo jo oj^a; (MLONWOHOO^ i> ig o o t- o t- OOQOOOOOOOOOOCOOOO 5 J^-t3 :* . ?. ! ; • ■ a • 'q a aC :ooy6 O £ ©§ ef. - ” A <1 ^“'3 O -£?© © -2 © -n© • © © ■4^ * — "*« o © © © .3 a "1 © n > 03 o 33 gao .2 r is >s i»a ,w-s3§P'q© tfiwig-ga . .3 t> © .-- 03 ■—, © ; S-© *©3 ft S cJHg^O joaPcxt-DOJU «»iFsa sw©; © © a q o o©3 O BO32 © °.2^ 0 © ©PP+3 S O. © 00 ci a .©^'3^ PPoqPoq fc£© ©■ fcf© ?fc © Sr°xBO“ bfl p© o oQ'h 2r©'' ©4-^h i3 £\2 rs -2 © |'o £ o g 3'B £| S|lll3ig| £&§&&&§£ < CQ CO TT O 00 05 id H. Moore, A. M., o. D., I 2 I (159) STATISTICAL TABLES. 1641 9 a % O O /£ ja © ^ . S . , H co o ; ° 1 o . . ' S Q B.w „ ^ fi q cc ^ oQ ® 9 O fl Q r K UJ U ® i SPHr§ | a §w ow" £|stH s g _® -2 ^ § cz; m A ® lltsltEli^i^^ in H ^ Oj2;p aofiPHhj CO 00 CO o ^ ©'X go £ AoQ sf*6 O -1.5 © p O © '• H JS M R aiHH'Nft , ^. O .Tl . . rj . . . . •!> S> > F |> >M > t> > > . > > > > 5 Cw»Cj»»«»£-3» . o'g oo h ©m © © © b. ® • ® c •mS H eS 999 “ • o o o ‘ ’ • 1 ■ rX ■ v 1 ® SB « !q ! a : lA'rt^A® . £ p ft1J>> ■ .2 £15 £ £5^ : ■£9:2 9 9 g is NM0C>0 00 00 L" CO CO ® C~ CO 00 Tjl c~ c _ .JlftOlOOO»»COint»HCiUOO®®®0©HCOCOH _ _ _ _ ..^.COlftlftlft®lftt>COlftlftlft®Ti(lO®COt~DlCDlft'«<®lftCDCD OOOOOOOOCOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOCOOOOCOOOOOOOOO oooooooooooooooo a a a a - o o goo o o r£ O c d5c®i . „ rr5'S ®F lOt^-lOHCO' rfS - W ^,2 2 S 9‘^ bJjO O ^O^Hrj^dOflr^H 1^2 s g g-g l’^! 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I!ii (§-S£^« iili^ •k ^ )b Table IX. — Statistics of universities and colleges for 1880, ell! .3 '5:>^ t> S ® ® _ . - - ■ P P t-3 M P P P P 2 if g § ◄ ■gflMBf pl^p£ p «. .a Ur^rrf 2*2 csP2 a ®.s p;p | §|6*§ £ o^- o p ^ oo — . h°§ <1 fl-25 • Q^s p.S p an' .r,»HHr.e«^ pHtPbP^ g^# |p > t>- > > l«a • ^ | o o c c © • Gk!"© ® ®a . ® ppppPHo^o PoAP PS o g P o coN p - Q ■! t*S 1-1 P to p "is rfsa 8S,s iS MrH P fctr-3 • a tH ■it? « p ® A &1& PAP p p *» a •2 pP .5 ®+3 P3i3 * OpH 11* ■§*„ POoj : p p Q -°. o 2-p.ga co 3 13 ^a 10 ™sg k W D U D ^ 0)W Q OJ F t> PPPmPW^P ; p a 2 a o’m *S e3 P'2 ®^rp ipbil^sSa^g^^ !^j>P pOW.g ® g > 3rd S3 <£> O *d ;8* in cc! •PP a. -*3 .g r s g MS ‘H-S • ml; m ’-g 5 1 P-.2 S'2Gh ® 2’P p,o po pO ® p g -^Optf^PnlZiApPoPoPPOlzi «o ps 2 ®§ : p ■p. PO O .fH • • • • . .p< • 03 • .,H 03 03 03 ' SpcoJo o^p^pgp^pg ggo f-i P . bj . 'M Sul o,° o . cs,° OO . PWP^UP P^P^o!zi0AP!z; } z;pp CO ^ I _ _ _ 00 00 00 00 00 00 00 CO 00 00 CO OO 00 00 CO 00 CO 00 00 OOOOOOOQ MC SI O N O 00 00 00 00 00 00 o co OOOOCOOOCONOC5lOTt CO 00 00 CO CO 00 00 00 00 00 CO CO 00 00 OO 00 00 00 00 00 00 00 00 00 00 00 HHHHHHHHHHHHHHHHHHrl r-lHHH r- Irl (N LO O M 05 t> * weorjunot tf3>C303C*0>C30>0< *From Report of the Commissioner of Education for 1879. & Preparing for normal course. d These statistics are for the year 1879. a Includes students preparing for philosophical course. c Includes normal students. e Total for all departments. Table IX.— Statistics of universities and colletjcs for 1880, o 5 5--" © ©02O S 8 © ® §9 & .5PP c3 £ > 2 ^ > t> FPPHPPhPh J Pr© ^■s loo- ^ a 5 a : £ Q bfl : peg . |p o a fig : 1 B Q © P» :|s oPH R Q ef fi © o ^Q- ^ M g® ' • P3 © ^3 ,© R P M © I g ' O 02 r"’ *P t> rC O.S = «0Q Mp-p^JgG^o ipdp g ^PoMp ©O •uorjetrtniouap enotSrp^ coo p’B §b o . . © © 5 . % ® bl) g-ag 6RO 1 : :£ :ph : : '4< :•§ :g J ■ I& :«,gs9 !l o3s oO 2fe“-g,atoS H 1H L? 5 C . <5 d O P3SSfc£oftP3nOP3»^ •UOIJBZIIIbSiO JO 0JBQ •JQJJBqO JO 0JB(J • oc 00 i>* oc ao 00 - ' LO O ^ l> co lO lO IO tO lO I - > 00 C - o 00 00 00 00 00 00 00 00 00 00 CO 00 00 00 00 00 00 00 00 ONfO iOlOO 50 00 fr- oooooococoooccoooooooo ; i IS : :tn -J|gt 1 fH 43 *S 2 _r '©'©r© 'PJggg al © w w qj y w ^ h 1— < . — < ,©!©:© t,tT s O « O (S Ok: OPPPF^W W OOF C3 a 02 rt r=i *ge l«l 1 8)1 a^r cS ©| © H-2.2 »rS*9S -£^'££.3,2 S Sb-9® ii 0.2 C ^ r2 0*3 Or©|© g+| gfP a 0-2 2-ss 9 S-F O cj-q KWo a a. p.3 ©\2 '> p< © rt fcC© © 0 S P C o^ WJ fcJC _ pi tc=i ttS © © © © ©r-l be OSOS §0 gST3§g'SO I2j®Is§ “ ©° © © a © b- 3 ^ rR t> 3 © FWccpF<(P bC f|§ _ c © g o t>s o w © bCfctSfH ^5 tCo S^Q >— 1 sg|o® oAO ;^oh^§S“S > H p J|||||||||i' o^^PppSwMoS- LO O h CO o O 1 • co o o 1 W CO 10 C P> STATISTICAL TABLES. 645 Mflowo, ! Q be o hp ‘ ja d '£ eSjsa5,o ll^l M Q? > >■ © © ■pH > > > C O © Or-, ®og a tf,§ ©3 3.2 SMI EU ©h > > a > o ® S o 0 a Q-a © 50 '•OH^ • rt« >“5 « *2« sSd r— I Q __T o fl ■-^ o _j © rJa M . .a®. o2 a © Q g-g d „ . .. . i & p hi . <1 : o c$3g :© ddi0^ 'P * — m *“3 0 _jk r>.^ Jt H ri 0,W C5 .' 'n H ^ ; p o § 0 0 © O 0 © iSigllL a^2'a®w.8$p% © a^ a a a 3 © o >: > c ^ ^ ^ ^ ^ ^ © ©k! ffl©ffl®©©4>© p d I <3 •g a PR w +3 U © .P O ^ P l>‘ d © P d © d © .-- d PH ci w£ -g§ 30 Hra >3 w- l| :3£§*-8** &afc g’gtS -s^g rPO -Sg'To^gbX) 3 § S a £ £ g-g* © a wS e8 © ©'3 OOHHfcfcf4d5 ©r' © O 5, 5s Pr'i'H.aar-) gsw © - . ««Q 2 gs3|il± • ^ Xrw c/ ^ £ -h WO -» © « Vi P-> • © t^p ©^ © © ^ -r-H Ml 0 **H Vf iO's^o g'Sl ©'S^f l^o |5i| « i|1 ^ © to o - S tro | ^ O f rH C3 ©rd t> =3 J| iHH .^.-b „ pra.-sp 3 m r/n Cd •*— L_J r/^ ^ § « i a-sp'S^ © gd;o^ p a ^©-g ao-g^o-g •r. — f’d o 2®3i.S o 5Po3 End g ® * fl > •fl'g > ©» £ P SS ©Oi3>d ©P'S q w . 2 2-2h « ce-q ©K,q a a ? © a S-q A3i§5aafeag^iS5^^^-^.2 © © © | M.±3 . Presb . Non-sect . Cong . Baptist . Metli. Epis _ Non-sect . Non-sect . It. C . Non- sect . M.E. South... Metli. Epis _ Non-sect . Baptist . Baptist . E. C . E. C . E. C . Non-sect . Cong . Non-sect . Metli. Epis . . . Cong . Non-sect . E. C . Meth. Epis _ li iod Non-sect . Presb . E. C . • CLi • • ' r^T • O • • • FH • ^H00C0CQTtlft05C0C0WrHWr-( OOOSrJiOOOHOCD^O O 00 lO H CD lO^O0lOCO^C^^rjUOOOOiOtO»O(MiOt>?O(Ot>t> t-I^l>t>O^TjlLOiniO CO -COlO L'— o» 00 00 CO 00 00 00 00 00 co co CO CO oo 00 00 CO 00 00 00 00 00 CO 00 CO CO 00 00 l> 00 l> O 00 00 00 00 00 00 00 CO HHHHHHr-HHHHHHHHHHHHHHHrlH HHHHHHHHHH iH H H r-ti-H ^MMffloo-iir-iaaininaffiaiMioiMMMaifteiia oo «OlOOOlOO-HjlC~HilOOlOC^C©C~0 t~O0 00 00 00 CO 00 00 00 OO CO 00 00 00 00 00 00 00 00 00 00 CO CO CO 00 00 00 00 1769 1770 1746 1861 1857 1875 1860 1868 1854 0 1873 ^ .a^s < a-© &»Sij la I a a p laf ©^o'3 gi fld “ >^t>3 Hi 33 «S O O [H 22 .© Wd -s CO 3 tePi - _ 'd.S'g | ® © § a ‘3 H3 p* © 4J © K-S a s ©li'o te © Pi *3 s 2 § * « a © § O ©,a ®=2 © © I-0 o afffl be. a 3 3 1?©^ §11 ^ 3 pp^ ap|i|i ■2=^3® S|E |lg^||©=2 ailing © ©S’a ©1© a. ©-p^-dna © p fe-s; -c» ^ CO p^ 0^ 0 H o^ ce co 2g| .a^t . o P« 1-5 g.a-rs Pi ^ © ©3 S P a Pi g«§ .2 •- R* a p a 1C Sr-, a .1 beo 0©^®^pt>5m&^ 30 © ©o ^ rt'g §33^^ o a ■go-® g,a-3 « “' o >i-e gap *°ea( •* h d ® ® a 3 fe-E •3N^ OOHN.*C-fiCCt>00050H' u- *0 O CD 'O X> O O O O CD t- l- t r'~Y . ^ ^©3^523 k shj^j 3 s2 § ® pi^o OJM ©J © 2 »® - pEHpp<1c« m eo-^i wo « ^ \ \ \ Table IX. — Statistics of universities and colleges for 1880., > © ^ © © PnSSS © .P % Mi III s a-s g*i « > > 1 ^ ® ® o i PhSPh M.hS °t> 3 rn I g oft' §ps • H ©R ~J ^ CO . phs - •S^ej •fl-g “ jSSif 33 H ® (3 ©Pl g > 4 © J2 © .4 S^P3 •troij'Buiuxouap enoiSipp[ oo- lbs SSPR SSAh fflSR sSp-5 SS SRS •noijezniBgjo jo ojbq co oo oo co oococo oooooo •jajxeqo jo 9 J'rq; CO ^ £-3 a - ■g'g p p o ® ssb || ws t*t*[* SSS f-i Ph m o o o NNt* £ £ £ © © © SSS St* ■sfS-tf ,© t> O NjjfS £ o £ sMs lNN ft !> M R « O O ,pt*N III ^SS . :>< NS sS>? pH vs W © P P ffl ©+S H © © rP © a p ©£ ©O'© PhPhW • • ; • • . • • . i ;S ; i +3 • • * £ ! • • . © • ! be • . 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SO) 2l?s t>r^O^!M^COC5iO OOCO^)LOOLOCO{>t>OiOOl^|>cOt>rH»Ot>H'MCOCO(MHCO ' •OOOOIjOOCOOOOOCOCX)COCOOOCOCOOCCX)COCOOOCOCOCOCOCOCOCO I H H ^ HHHmriHHi — IHHHrlHHHHHHHHHHH _ 'lONMOLOHWOHhfOCJOO IHH'HHHHHt 0 1o CO •H lo -^s ^*3 ~4 a §.9 3®^ »d a dag ® p s P §H3 O „ c3 50 sg C3 P Pft cS m 2 as oooocooocooooooooooooococooooooooo I^MlOOlftiOOOt^COCOiOO ICOCOt>CDt>HiOOHCDLOt>0 )OOOOCOOOCX)OOCOOOOOCOOOOCOO -H O O 0^2 0 0 -!z o3.2 : OOOoSoi^ W^gW g--^Oio^g^|l2 2W P p H ' "'® S a H a d 3 S 9 B M£ t _ - 2 ® ®'3 o'3 ‘32 a a a'a g ap's ft ft «?-e ® © .3 B .9 .3 "o 'o ^ p ~ 3 ; o qO :g § al-PoO ■is sa ®~ o o 0^0 a333 JOOOO.o o'^' Oft AS i?§o s.l l-OgO.Sft O 9* 2* af -arA^^ r_,Wrt X «J '.'0 W « i — I p ® fj r-H O Hi® . w- ^ -2 mOO a a a o ©ftft ca ®3 -P . o£rz c1®-1 cxjw ® fl S a j jd a q a bjpl fl fe3 > fl 2 a ft fn P'rH s * 0 ^ Sa^g © ®"o"©’®"© ® p g c3 £j P f5 |s k t/J 525=5 Sc: o ©-p CJC ,® -.. ® O >5 tJD© = <=\ . g . _ 1i&fe.l«34HatP P ^H <0 fer^SP V bfl®. ® bC cO ® be b£ § t> ® © o f db >.^^Aa.a p fe &a s s2aa © po g ga * ■ - S 3^ P 2 © §p © ©rtcc^ O g g ©O^ © ©._ OS p P,©J3 JhS. P ®ft p ©,®j^ii H cj ci ft ft © ©'H^ftS a k* ^ s.a^oft.aa sft^M.^ res y d d o ^ Sk h a) h^3 n fi • ■ c: ^ ^ - ® © © O ©POE £ t> © © O ft ® o :^'oSp”t>3'3'o^ ^500^5 j^S^g-I^OOL §rtSpgfttS^SPp|^-&E a a s p 2 2 g * ©.a 2 . § 2®0 ©PE^^AErSft-p O t>00 05 O T i^iOOt^OOOO ® ® . » GC 4-> c> © Igs'g H *H o i p O COft © ©a 2p © m o S'p.a © O.P-S-W Plrt p (h ftft ® p. a. 2 © © Pft ® k. s 2ca © Ph flrd flj * e rO O Table IX. — Statistics of universities and colleges for 1880, «fc. — Continued. Note.— For statistics of tlie professional schools or departments connected with any of these institutions, reference is made to the appropriate tables. 6 48 REPORT OF THE COMMISSIONER OF EDUCATION. •pog -xsscxoun sjuapnjs jo aaqmnjq; * •osanoo otqjna -ios joj Snijcdarj H H t- . ^ CO . OCi ! ^ 23 - ■ CO O (M CO ! co u- I CO a> P © •osanoo xbois -sbxo aoj SuiJBdo aj 10 42 JM i O O 0'MOrt<0 ^ CO CO L- CO CQ CO i>» co ici cc O C l CO > OOib- > Cl CO t-H •s aoqioiujsin jo aaqnmyr 1 ^ i ~ CQ 02 2^02 _ bpqo^gpqfij © • . ©rP © ©4= . . -ft ® sj© © J ,2 (3 <3 I^OS . ft S r-T ft 0-1^3 -g ^ ,j P 'o^fJSgpP _ ra . © O © P pf ifl P' © P - PC2 © phS 6 23 h|« hHp4 r— t r r •'■'■ K1 £*■ OoOOOp^OOOO 6 l> ^ £ © © •uoijeuiraonax) enotSqay; © © © © © © fen f «P ? fl §8§g ■4 : ^ : :rg 0^,2 o * © « • O '!p!3 ®4j 2 ^ H ’ 0 P-J ■ 1 CD ' H rj CO 2 Si-SW^dH 31^11^ © C3 ,P P t> P .kjOfc,>t>J.c3© Png c3 O PQ^ OH=2 •UOIJBZIUB§iO JO 9JB(X H 00 00 00 00 00 00 00 00 00 00 00 00 t- 00 00 OO 00 00 00 00 c HIOIO lO r-i C© 00 00 00 •jajxeqo jo ojbq; OMfllflCOI>C.OMNtOMONOOM(OTH 00 t- Irt i>LOtct5ioooi>oo®Mnt>cofflLOT)iin inn© - - >00 00 00 00 00 oooooooooooooooot-ooooooooooooooc £w*5° .9j££ JSSJ ^ rP O W Jggj Noflj£ bX) bi)® bCyj 8° 2© O ®Oq nP3 ©.,-, Hi > ft fl rr .. P P © g (3 ,P"f c3 :ph >•. • s Sg > © ji-i • • « e. © Ph P ° j > i> © ® ©£ ® P3P3P3FP3 P Q ® £ 9 | : gals "< Pale'S p g3 o S3 o ® art ■ 1 s = £p4j^£h5Hj ® ",‘!>'S>t>t»>a® ®t-i®®®®aa 03MP3P3P3P3h3 H^g '3 3 a . .i-3 ^ ® g®t> c O & . -3PQH H "a o CO' 3: S3, as ^ ® © o '$ * «■»««« ,r) • 1 • • ® , 4^ : : a :’p, • a • • S^-WH . .2 a : g 2 . ■” a a $o£p«| a^" a a o 2 .a &\3 §j 003fftP3HlpqSoS ® ® • fi.hj Pft?M o as as “ a a -PvS 06 coaoooc-oooocooocoaiait-t- O t}< rji t- 00 t> U3 OIO0005NOC005HOOOOIO 00 O iCOOiO t> lOI>COOt> -^l>OC0TtU0 30HI>f0l0C0?0l> CO lO O) ) CO CO 00 00 00 00 CO CO CO 00 00 00 00 00 00 00 00 00 CO 00 00 00 00 oo oo oo t>» CJO^COtMO^lOHHOCO Oi < M . . _ _ H«DO^OICCOCOO^IOIO COI> lOt^OiOO . _ _ ,. „ _ _ _ _ ^ . oo 00 CO 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 OO 00 CC 00 00 00 00 00 00 sasjt3.rH o ® a q © <£PFP*ooAO£ jNfto ©3333,33 a a a ® p,ar a Ip-sg'sogg^aci^^^ |g|^iiiisiiii| WmP 0fq33pS00fat> ooootoooooaocicioiaoicioooo WOKMMMfqNflWINNNflC'lMmmCO <3>O^H W CO 50 t> C cococococo coeoeo co co co eo co co co eo eo oo eo co co c \ * From Keport of the Commissioner of Education for 1879. d Suspended for several years ; the South Carolina Col- e The female department is at Sweetwater, seven miles a Includes students preparing for other courses. lege of Agriculture and the Mechanic Arts was from Hiwassee College. b These are in elementary studies. organized October, 1880, in the buildings of the uni- /In academic and English courses, c Normal students. versity (see Table X, Part 1). g Closed June, 1880. Table IX. — Statistics of universities and colleges for 1880, •osinoo otfijna -las joj Suucdojj; •osjnoo pots ■enp joj Smjndoj,! •oxcrao^ O CO CO lO O O CO O O rji CO o o •eiopniqsui jo joqumj^ CQ CQ • CO CO lO O O l.g £.2 “3 p p ^ p s p 2 ■ p' _r a a O l, _ a o © O r-H g ^ aJifFd^ p P"© ■ 3. x a : a p a . o r © . ® . B DQ 00 fl ■ 1^88 - e 4 Q p j w a.ss'w § P O^P^O a 13 2 ® . QjOS® >• t> >■ t> aM c3i3 a © © © © © .'H d S fli »*q . <* •< S P a < p , ro a" kPTd d- : ©j a s-g aPl^Sda ^,§3 3 © a5 . t> > m b •uotjcmnionap enoi§rp?E oP -3 a'® PPP F- MS, ^ ® -a dPP g a || Il«||« II lINlf P& frotiftft% •noijnzxnnSjo jo ojbq; JOCH'NOint > LO CO CO l> O CD < > CO CO CO CO CO 00 c •jojjreqo JO 9JC(I CO lO lOlNOOHCOHLOOOOMNO CO Gi COOCOt>Hl> LOt> *^b-TtOt>C5COOCOCOOOOO^ »Or-H - - - - . -- CO CO CO CO CO CO 00 oo oocooooooooot>aocooocot>t^oo H M c2 ©H H a © te > i“ P o cS © dC5 aH Mu ©“ .H cf x 3 '© j? a i £ a £*|> d CO ^Jr- -S a_rt> Sod •9 3° — m a ® a a cs ~>t> 3© S 2H 2 || a | © | t> Cw o «!& a ® a t> ©.a 33 bP S f> St,: a'fe3^ AP5 § 1 ® ® .-+^3^ a § aaS .2 a -3 S-a « 3 > ©a 3P a © ffl ^ •t <8 &s . a O XJ1XJ1 © be © "a fcr f-rW g CD 'Ph oP5 © - . §2 © °0 r2 © - >5* • ©-g beO .Op © a t* m .s^p;-g >-3 b^rr<«2 5U l o refill i'll! .gf 1-P a ■H ■SS S| o a O t> CO Ci O i CO CO CO CO ' - , . CO CO CO CO CO CO CO CO \ \ STATISTICAL TABLES. 651 OONOMCOCl 00 iO O) I> IM H CO = -Sicf fi_ ‘ P «S ® . - ri'rd 3® l| _ O Cu fct-S -0 a a § ^ *« a ^ a g o>-S '© s' ^'ojc > ^ > > !>’ ,2 ©^ © © ©dJ WglUMg a|w|f|* fhtisf . . . « . . c: > > l> S t> > & ■ ® © © S © ©rd pgpphsfttfp tc ; _ s* a A4 g | C3 ©r4 , *!« S : 4 £ 1-5 >* ^05® I-S<1W Jffl. ^ ^ ft 44 |qS 43 o o g H o P fl £ ^( t, OrH ^| ©£ . © . O © PhAh^SPh OPP36tf£!zi Pi flo © © . NOC5NW CO l© ©i ^ lO O LO - CO CG 00 00 CO . . _ _ _ ^ O CO 00 00 00 00 00 00 CO 00 t> 5 -Prd'^d ©fe ® © V +2 £* & GG Uj 02 o+3 rn ! « p-d © 3 c3 <3 rt gd 9 ll *l£ o J-S SP ^ ©‘5 ae^sSS'a m S Pl^_9‘d © &13 o o %oo & fl © III d-d w. S°|32 fet'd c3 o © ® tefeS, £ © ci , ^ _ dd g 53 er a g g .2 .&©§!§ > £ >, d'd'o Statistics of universities and colleges for 1880, — Continued. 652 REPORT OF THE COMMISSIONER OF EDUCATION. U o c 03 msj[9aJvjo -ox j ^ | OOOOOOICOOOOOIO MHHO Tft o CO Ci co o o co CO CO CO ^ CO •9S jnoo gjctSaxxoo nr jo *ox 00 1 M | T* T* T* co" Tfl ^ Tj< T)< ^ •edrqsjBiotjus jo -o^ W O o O O j O O i° i : O iO oo •* •sdiqsAionsj jo s 1 O o O O - O O i° : i o o o ; j Collegiate department. •exuopnjs ojunpuaS jo 'oj^ § 1 o o o j j i o o i ^ •sjuop -njs jnnoijdo jo xrioodg M (M CO • CO rH H< • H< C^l rH O CO O H H 03 Ol rH CO co in 03 Students in scientific course. Senior. •oxnmoj; M W i : is i ; in rH o ,0rBH « W . o • CO ^ • • rH O' • 03 rH * o : • Junior. •gjemo^ W i • • ^O : O • o j • •91BK o w CO O rH o - : Soplio- more. •oxBrao^ a e» o ■ oi j m o * rH CO ^CO o rH m ^co oi o • a • 03 Junior. •oxurnoji M « ! H(Mt> : O • o' ; th co m o • rH •9x^K <2* 1 03 co co m co w© CO "eo H< ' "rH Ol o m ^co m rH 00 03 m o CO 4 g <© c3 •9X^019^ H I m Ol rH • ^ • O • o h* m o? o ^5 ! ° •9X1?K ® H hcooci CO rH Ol Ol m ^oi Hi CO H Ol CO Ol •ejuopujs jo joquinu 9totta\ N H N'frlOfflOt-OOOiat- (OOH^HlOrtOlO^t- * 1-1 s’-1 Sa 1-1 « omincoot-ocoooir-'co (M (N I> t> O 1> O H w-O O CO rH ^ ^ Corps of instruction. •ediqsjossejoid p9jM0pU9 JO -OJJ © H rH o o - o loo O O • ■ Ol O O O CO • •8J9JUJ09T pun 8J08S9joad JU9pi89J-U0U JO ’Ojq 1$ H o Ol O rH O « m rH CO CO • • O CO lO H H •8J0J0TUJB -ur pun 8J0S89J -old ju9piS9Jjo 'ojq; h H in Ol in m oo m co m rH CO O o co 1 oo co m m i> oo o •Xjjnonjjo •oil M H T*w°°> 3 0 H £ 2 * 4 e y £ II H ! c °i h u 3.E H i i « 5| ► « 3S >o >> *0Q FH © l lr^ fl ! st !ii Hh St, John’s College of Arkansas . College of St. Augustine . . University of California . . . Pierce Christian College* . c ’c 4 ’o fi : f )« l) 5.1 H !l= [ il 5 <3 - 3 e u. xftuuwuo V^V/XJ.V&V . - . St. Mary’s College . Santa, fMa.rn, flnllAcra University of the Pacific . Pacific Methodist College . rialifAruia nnllnrpn* • 3 ■ fc 3 a ft h II jl \$ h N JCo •r ^ l c c H ) c i! y ’d j ; f. 1 : t *.s :|£ J o < -.O t 5r2 *5 3 g a : o.E Trinity College* . . Wesleyan University . . \ STATISTICAL TABLES. 653 •*>• -V ^ ■«*< ^ HiHHiHiHiH^HHiHHiHiHHHiH ;HHiHiH<<0 co~ h* o cm co rH o o O »D O • ID • * • ° ;°5wo ID O • CO j o o o O • o • o o • o o j C5 t>CM CM > o o o O • O • O O ID O S i rH • co 00 14* O iO • t~ C5 CO • rH'g'CO • to CM j rH CO XT 05 O CM CD H< t> CM • rH ID | r o CM ! ID CO CM CD CM i o : • -e s CO CM rH ^ CO rH t> ; CM CO rH CO id co : o o :g CM • • CD ID ; o - : : . CD rH CD CO rH CM CM CM rH * rH CO ID t* H< HI rH «H CM T-l CO • ; IO ! oo ! ^ • ■ i w ^ CM CM t> o • • rH ‘ ^ ’ o CO CM 00 t> 14* rH CD CM H« ID Hi CO ^ CM O CO ca'S-t-os rH CO tH CO CD O CM CO rH CM CD ID rH CM 00 rH CM CM WwCOIM i CO i i CD ! s? * j • CM CO CO rH • O • CO CM O rH ^ « ; , o' ! ! CM o CM 24 el 43 CM CD wO CD rH CM ID O rH O CO CD rH CO oo 00 CO rH CO 00 O CO CM »« ^,co j O t* ! ! cm ! id i ^ « CM CD CD o j o ; r> o i : 00 14* Hi C5COO CM 14* ID 00 ®o CO CO rH ID O O rH iD CM - CO 00 CD CM rH CM CM ID rH Hi CX^CO rH r* o co o oo CC O CO CJ t> o C5 <0 Ol0HHO^C005C000-^(MM(Mi0(N Q^^OCOOOC5QCOCOt*OCOCOO(M 00 ID 00 05 CM l>l>(MOiD CO CD CO CO CO CO CM CO CD CD t> ID CO CM ^C0 ID 00 C5 CO rH ^ rH CM e CD CM O H CO rH ID CO . CM CM o o O Hi Hi o o • o o I O CO • O rH o ID rH i CM CO ■ O O O • rH O • O O rH O o o 1-1 i o Hi CD CD O C5 OO 00 t> OOlftOfflCOJMMHCO rH rH CD CD CD ID c* rH IT* rH e CD co Hi ^ a o ^ oo C500Hit*CDt>rHCDOCDt>CDCDC5C500rHCO CD CO «© Irt "2J O jH ^ CD CM 05 H< ; c r ’£ ?■ 5 : - " : ~ *5 <1 t 5 . XX 5 <2 0 ^ t c t i 3 h ersity* . : c *o* tec o ®-; Iniv ersity . -ii? :£ « • >s ’ +3 i ‘cn : © g > : > § * 3 2 © ho >£ :fo 2 < J t 0 t )Cc 5 5 , +- “a f- a £ t c ? : 3 ! 3 ! 3 : j : 3 ® <2 ■> r c >i ^ * 3 • B ! A i L's c t IQ 5 f H -1 C 0 C r • • ^ • • i • » 5 • ! j • • *• : 5 • »rH ~ CD . a '% a %§ ll >>_g A to 0^.2 « p a « £ « 'S-pO o as 3 c-2-5 _ .® a® ^ ® a © rt § g-g^ ® • 71 pl C3 53 r-j 43 ® ® © ® « © © ’l^sl 5 ® § £ PrHh to>*5 top: g ?e p£* ° § ® ® bOO 72 o flS \ \ cs' Statistics of universities and colleges for 1880, tyc. — Continued. 654 REPORT OF THE COMMISSIONER OF EDUCATION. | •IWl OCJSBXOqOS HI 63[99J4. JO *Oj£ ^ •9BJQ00 OJBlSonOO HI BJB9i£ JO '0_fcl QO to ■*< ^ !> to ^ m ^ ri< ^ r#, ^ W 1 V •BdtqsiBio-qog jo -o^ * ! « 1 : * ! o . . o O O rH 0 u _ 0 ! § • oc o CO o ■ •edtqBAionaj jo ‘O^j; 36 o o ° ! ! ! ° i ° O ° i ’sjnapnjB ejunpBrS jo -ojs[ w CO r-t j r-l CO i ° O • rH • O * i>- o j •Bjtrep -njs peuoijdo jo piio9dg 34 CO ^ * uO CO rH CM • rH CO 00 CD no OfCH^NOHO rH rH ClH-1 ^ IH Students in scientific course. Senior. •exnnio^ 33 MOO • CO rH o oo • co cd id a • rH cm CO m cm i Collegiate department, . . J _ _ _ ! Students in classical course. Senior. •oxuiao^ 25 •Hi « • CM O • 3 ; ; ; o CO O rH rH O CM • O •9XBH s lOCIHHCOO « rH 1 20 1 CM CM CM CM CO tH CM CM CO • • o 1 •9X^019^ n a rH • • CO rH • O CQ HHCOO HH1C CO CMH jo •9XBK 1 ?! cilO 1 1 0 1 18 oq CO ' CO CM ^ CM CM • CM Hi n t> CM CM Sopho¬ more. '0X^019^ H e* - 1 rH rH • o O CM CD CO O 'HHH CM CM th j CO •9XBK © ei CD CO (M rH CD ’ 1 20 HJOiOHCOHiOIOCO rH OO CD Fresh¬ man. •9XCUI9J 19 - • C5 rH • • o CM Hi U0 O j H H CD CM O O t> • CO •9XBK 18 00 CM CM CD CO CM 3 ^ CD C4 CD id O CM ID LO t> rH CO rH 00 lO oo O CO •sjuopnjB jo joqumu9|ogAA OOOCOH^»ONWOOW^t>t>ClCOOOCt:D-((DTtH'Tf^^C5HHCCHHiOHOOiOHClDCiClCOLOHQ'^ClH rH CM rH s Corps of instruction. •SdnjBJOBBOjoad p9jSA.0pU9 JO ‘OJ\[ <0 H CD ! O rH CO o 0 1 cl 0 • CO rH o o •8J9XUJ09T pun BroBBOjoad JU9pT89a-UOU JO -OJ^ VS H NH • O rH rH O rH CM O H • O • O • CM O o o •srojonjjB -nr pirn 8J0S89J -old JU9piB9J JO -Oil 14 o t- o <© os co go o oo m c- m oo m t» - <0 0 5M < ) a t j.Si ! b£° \%i 2 F- -r 3 O E Jfct 3 3 5 5 !{ i*. a U. MUi V VOVJJJH D Wtiv^v. . Parsons College . . . Upper Iowa university . Iowa College . . . . - Simpson Centenary College . State University of Iowa . . Iowa Wesleyan University . Cornell College . f^alra.lnnaa. O.niTl o.crc** 3 f i i <3 ) fc H 5 F IJ >P. Central University of Iowa . Whittier College and Normal Institute. Tabor College . . . W nafAru PnllofTA* St. Benedict’s College* . ! Baker University . . . . 1.1 ^ 1 9 1 % ■§ H J l (M M lO CO l> CO STATISTICAL TABLES. 655 (n£ e "I o o o o * © «OCO(M--Tj-: j’S o Jo^ >» © •• ' ■"* Ti< •<* -<}1 t* • Tt ->*l 5’- © Irt t» LO ©00 U co 0 a* O g'p if l! © ill f-i ,o «4H ‘ ® vr 00 © £115 “ -£.9-p $ © +3^ O © ^ B S h frg«£.8 •a^cj^o £ ©.3^ 2 CUr© 02-?^ Cl 05 P” rrj OHd 0^2 C-l 03rP S-l P Ci 3 O eo’ca ®2h ©-21© go i a, : o ft © ^ O © io'3 §&§ .•a rd’S 3 s ^2 w »_i >1 CD >. K ^ r! Sill 13 I - ^ § ® .2 ^ ft “ ithtucsooioiohco ii5o'S'S-*3«fa |»gOt.^HOt.|^g0p OOO • co ca s t> l> ^t> 00 o &&&&&*& V> •*» '"V*4 — HOOlO CO O CO 00 lO £ ^ * O £eS w - - © P © '■'' Pn © .-£ p ‘ be M © S^bB.-g 3 m © © ■ © © fP tjca © S3 £ b j bo co ©s co co ^ co o eo co o P ^ ~~ ~ %a § § cm © ?-S .3 •g& O o j; •§fe 3 55 S-S g a’g-S d IsSi&Sf* O o O-cSo g R ° Q o-g-l S> ©®§3©P §5-gS - bC ® be ” -*>-g P ft^ Sr0 Table IX.— Statistics of universities and colleges for 1880, •axeman •aiuH •oxnraa^ ^ ^ I •9IBH PlO £3 a ft w 3 s pHO £a •axenxa^ •oi«K •9XlBOI9^[ •0TO •9X8X110^ •9IUK -^i CNJ 05 •ainmo^ •9xbk to SO rH OOHt)( •9IUTU9J; 5 •Q\en •oxnrag.j •01BJC •8 jtrapn js jo joqmnu 9tottm •sdtqsjossojoid poAvo’puo jo ‘ojq; •SJ9JUJ09T p u b s jossojqjd jpopisoj-noa jo -ojq; •sjojoujjs -xrt pn8 SJ08S9J -old JH9pi69JJ0 •Ajxuobj jo 'Oj£ C5t> ‘ Tti CO I M O O ^ ID i rH CO Cl t>- LO lO ^ O lO 00 iO CO O S'g, g? 8p sssl'a1 >gg"3|S«“^ oa«aa2oH'Sog°'S3a’ fi|Ii|l|l|g|llt P ci SP o C$ «d • o H^o • CM • S: JO° • lO 17 16 CO • O lO o • • o 55 1 1 o ■ • o to • to Tf t* CO to to ■ o * g^O Z. ft © to Pt C “ r-; O c t?'£ 3 ■§ "O ® © ® a &>/d £ ft o a M ^3 © 03 ^ i HPH> a a o o s> § © o.S ft® i © -ft Table IX. — Statistics of universities and colleges for 1880, : ca ; ea HHOC'T riHHlOWH C351H WtXMOmHt-OO! • 1 1 •sdiqsjossajojd poAiopno jo -ojq H 1 - O • rH • • O • O • CO CO 0 • O O • O • 0 • 1 § •SJ9JUJ00X • ; ;N ; OCJt-O 00 co ! CO CO 0 b~ ° 1 03 -ut pun SJ0SS8J ^sT r"1 r-i Ttt . , c<5 • r-i . CO ) r— 1 f—i ^ ! -ojd jaopieaj jo ’Oj^; 6 •Ajinorj jo -o^ 13 cqiOQH . r-i (M r-H • (C3 00 in rH 10 t> iO 0 • CO • tH OOHTHCOHT* O bfl o : &H :■£!* ■ e3 © ic> .2 *0 3 .£■£ 3 £ © : © 8-ag£o&2®S£ >1^ bC- he bC 5*AeM bX*n ®CQ © © © £J) _ too* 2^ S ©’ o ©o .Stkj a 03 kc. So g o O -H h ® -£ \~Z . **.? QrE £.E ® £ g>£ £ ^ion a. © - Op ^ gfajO^O M ^ . _ _ _ . Fzj o o O qq rS q S 0 w 00 j 3 .O c3 flOrO " g- a 2 Ssl g-S £7; CD'S 2 ^ £'ofe*r©”bebca2®o®^®®b®y)o®Aro2ri4K£tf© ■SirS^Sia®©^^ >oo(>o©rt^>-i3-r'£3+^?3risf ^ ® o g*3 'S o =5 p 4i ’3 § '3 "3 ^ ^ £.0 3 cs 2 o J •£ ^ H3?tnl^OMOUoS«SPt>P0o oDppqflrtizjSH^ HW«^LO«Ot>XOiOH(MM^iOOt> O O O O O O O O O i — I H y—i H H r-H H — H CacNCqoqOOOTHOLO^OOO 'CJOO "XB3A Ot^SB[OT[OS in S2J99AA JO *0£[ j g ^ ;«cocococoeocow^«^co^w^^w^^i^^ • co ^ ^ •asxnoo aquiSaftoo ut srnaA jo ‘oy[ 1 « 1 •sdTqsJBjoqos jo -o_tj 37 j S' O • to 00 CM o o ’ • • o O to : : rH •sdtqsAioqaj jo "oyr >5 1 ; O o • o ! 1 ° o I'O* ; Collegiate department. •sjuapnjs ajuupuiS jo ‘ojq W 1 ; H O H CM 00 • ^ : o • • rH CM so •sjuap -njs jnuoijdo jo pgpadg H ■ W CM i ° • • CO • • 05 CM CM O CM • O • |> ;CQ ;rH Students in scientific course. Senior. •ayEoiaj M M 1 * o i N i 1 1 ° i •opK 1 « g : rH lO • rH tO g r-( CO ■<* ITS J unior. •apjuia^ « 1 ^ 1 o . CM • . . o • •ainH 30 j - o g ; . CO ° | : :°° ,g to 00 to o rH Jj £ © § m » •apuia^ e> « o ; : : • • •. : . . o | ■8FR sc tO T— 1 g ; • CM CM • • | o g 00 CM t> O "oS Q

rH • • CM CM • rH g O to CO CM CO CM Students in classical course. Senior. •a[ncaaj 3 1 - o ; 551 • rH • . . u- . •ai-BK « 1 10 C5 CT CM CO tO CM rH rH CO c- CM • l> ■ CM rH • rH • Crj HHO CM H< CM CM LO t-H rH CM CO IS Junior. •a^nma^ M « rH o : : .... CM • • to • • ; •ainK 8 1 “ H< CO CO CO CO CO rH CO O O • CO ! H CQ CO H r- i H CM • rH O ■ C3i 3 17 10 O O O CO to to o CM rH C*CM CM 00 Sopho¬ more. •ainraa^ g ■ •ai«K § CO CM H- o r® S © c3 Sa •apmaj; £ | : • • • . ©i .... CM • i .... CM • . •ainj\[ 0D co COHOCl^OOOOOOH • tH « (M CO CO CO r-i » CO CJ * Ssj ^ CM O CM rH CO !>•»—< CD 00 CO CM rH CSjrH CO CO 1 •sjuapnjs jo aaquinu otou aa C30^(MCOONCOC50^00000HOH OCOOQC'CTj'I>OOC5^COOnHQ rH rH r— l r— 1 *8 C5tOt>*tOC5CMCOt> !>• COHC5I>(N(NHnH ri rH r-i r~i r-A CM Corps of instruction. •sdiqsrossajojd pa^vopua jo ‘o^ T-1 ' O to to /4 1 2 • CO ! ! Ion 1 1 O • CO CO CO ■saarnpar pun srossojord juapisar-uou jo -ojq « m • O CO o Ith : H O CO • ) I 1 CM O O CO « 1 CM CM t o •srojonrjs -ui pun saossaj -oid juapisar jo ‘byr H t> rH O 00 rH CM « o to t> t> CO • CO c OOONH'0OOOLOHC5OO0t> H rH H r—i H t-H rH •Aj[uonj jo -0& « t-22t-rH«>ao«5©i©ooc~ e ^ 05 CO Cj rH o co ; j® J® 50 Name. H Lebanon Yalley College . St. Vincent’s College . Dickinson College* . Pennsylvania Military Academy . Lafayette College . . . Pennsylvania College . . ri'h.M I ; Hi ®CMOI> & s •opiumx Ct o O • ■^r* -9* 'CO ■OIBK *1 ; rH t— t> Hi CO SC <3 CO Students in classical course. Senior. « ! t\ ! O O iH j Is- j j H< 1 ’9i^k | « : 00 CO o 05 s CO ^ (M rf r— i CM O CM O O CM tH Junior. •OpjUIBX ** et I O T-l O • 05 rH 1 O j • •91 BM ! CO © 05 O o CO t> to O O CM Hi CM O rH CM HH Sopho¬ more. •opjumx ** O 00 H • ‘CM * • CO • • •9IBK e* CO TX O 3 CM HM>H H CO 00 O O 00 iH rH • CM rH rH CO ‘"ol © <3 i pH ^ •0JBUI9X Si \ •9IBH \ ® o l> 00 00 to CM i>colo^cci>^o«xo rH r— ' CM CM ©1 1 sjuapnjs jo joqtunu otott a\ i C5{>00 1 CO CM Q O H © 3 ^ 05 OrJiOOOr CO to Corps of instruction. •sdiqsjossajojd pa.ndpua jo ’ox H I CO o O to O O CO O O r-< O i O ^ : o o •sjaanjooT pun saossojoaa juopieoa-uou jo -ox i 1/5 • ! o o x> o o r— 1 °- 'oh • o rH O •sjojoujjs -UI pUB SIOSS3J -o.idjuopis9j jo ‘ox H 1 X WlOlOHOOl>piO© 05 • T-^ 00 • CM 05 O CO 00 o rH rH H4 Ajxuobj jo -ox | 2 | 00 50 lO IC3 OS 00 t- JO IC3 CO C5C0^050CCM05C>C0OC0O rH CO iH CM rH © s c3 £ H \ 1 ( C < ' < . \ U 2 ( 3 \ 2 j 3 j if [ ; ? : ; :1 ■ 0) ' J 2 Kfj © - 3g^ => £V.rr 1 § §1 3^3 ; 12 &} 2&-U3 lilt 3 3 D 0 y y 3 S si ;c® 2 w 5 o -O 3 © =>,* 3 g a 9 2 © University ot Virginia College of "William and Mary. . . Bethany College* . - - - . W-est Virginia University . Dnllnrrn ■ m • c 3>| ij It a 3 Ss 3 c3 © C u^vmo umvwoiuy . University of W^isconsin . Tvmt.rm nnllAO-A * ' 1 ! .4‘ . . *5 • . ?- ; ; £ • : *P © ^ in « 0 5"o^’o 3 O P ■S§T i ^ e*c d 5 1 ai 3rc ag I 3 §J ► c 3 fc n : t j) i 1 a s J E 3.® il 3 9 3C 5 u a o 51 3? a g : E Ho wai% University . | 0l>00 05 0r- CO CC CO ^ ^ • CO CO CO CO CO 0 \ m STATISTICAL TABLES, Table IX. — Statistics of universities and colleges for 1880, cf-c. — Continued. GG4 REPORT OF THE COMMISSIONER OF EDUCATION. © X I © 3 ^ a 3 3 ,£?= 3 S 3 b3 3 s9333^S^ < ^ o> eg ^ •eptmj diqs -jrqoqos jo juuonre 9jB§9j3®y •UOIJSUdOJCddB OJBJg ! © uiojj jb9a jsb[ 9tjj joj sjdpoa'g; | ^ ‘S99J uoijinj UIOJJ JB9j£ JSBJ 9Tjj JOJ S jdl909j£ 0 0-^0 O O O O O O O o o o o o o o O lO CO ic o lO c •spunj aAipnpojd uioij: amoouj •spanj OAipnpoid jo ^anoaiy O o w§ o W •sn^HJBddB pan ‘sSaipfinq ‘spanojS jo o o o o o o oo oooooo oo oooooo oo^ooooocq 0040000000 •S9Lre.iqi{ ilaapos ax saukiqoA jo jaqum^ *S5[00q HI JB9x£ 9q.BlS -9I[09 ^siqaq^iii 9SB9aoai o o o o o o o •spxqdiaud jo jaqum^T; •saunqoA jo .laqranj^ O W O TH fQ lO I> 13 r-T oflfT •2[99J1 V pjBOq JO JSOQ 13 13 10 t|- <-<«eg eg © © o © o •uoijraj joj jagpnjs qoB9 oj oSjoqo pnaay STATISTICAL TABLES. 665 Table IX. — Statistics of universities arid colleges for 1880, O t- O O O •spnnj OATjonpoad jo janoray •snjnnnddn pun ‘sSatppnq ‘spunoai jo 9np?A 000000000 000000000 000000000 O (M O O C LO O 10 LO CHOW^O(NiO(M ^t-l>l>C000QQ00 00C0C0r0'X00 05O 100 I . I 400 1 35,000| . I . I 3,000 STATISTICAL TABLES. OMina . C5 . o o © ® © a a 0 B 0 a MM«H OCrtOONX O rH O O t> Tji O iO O O 00 o o r> 40 o o o ^ h o o o o O Cl ooooooocoo O Cl O 00 10 th 40 o 00 r> of C? 40* cT r-T O 40 O 1-H o co CO 00 0000 uf of ocT o' o o o o o < o o o o O 10 0000000 0000000 0000000 oVoV o' o' cf 000000000 00000400400 o o o o o o into 00000000000 00000000000 00000000000 I O 10 o o o 000000 O O O O o 40 CO o o CO o CO cf cf r-T r-T 000 000 10^0 o o o o CO CO o o O' o Cl Cl • 0000 ■ o o o o O O 10 o o o o o o c- o o o o O n O H O OO M ) CO CO O O O Cl O O O O 0000 O O 40 O 00 O 40 CO 40 O > ‘O ^40 40 40 O CO CO CO 0 Cl 34 CO 40 CO Cl 40 40 CO ^ 05 O CO Cl CO CO 40 " Cl Cl CO Cl CO 1 >0 o :ll Kr ® t>S > ."L aS’s’E’a so o §£§-2 sS g> p( oOO > gfl 0 O g o§°§'S^o^^^4i§r3j^‘3ort oM uw«!hl hsMOHlziMppqw 667 * From Report of the Commissioner of Education for 1879. e Board and tuition. j Exclusive of preparatory department. a Contingent fees. /Including contingent fee. lc These statistics are for the year 1879. b In the Whitcomb Library. g Contingent fee. I Average charge, c Estimated. h In 1878. d For lowest class in the preparatory department. i Free tuition for 72 students. Table IX. — Statistics of universities and colleges for 1880, fc. — Continued. 668 REPORT OP THE COMMISSIONER OF EDUCATION. X 2 © p a =< . 5 a oo co o o . I g CO o c^Tcsf 00100^000 OOOlOCOCOO CO O 00 H CO CM T* •spnnj 9Aijonpojd uiojj omooui o o o o o CO o o ■o O 00 c o o o c OOTH O CM 00 CD to (M O 00 ID CM a> cm* 00* «cT xjT CQ* A jo joqranj^ o o o lO co io o o o o o o O O T-t *S5[ooq ni j-bojC ojbiS -9X100 xsex oqx ni 9Stf9J0tr[ •sxoxqdmnd jo joqnmj^ •S9muxoA jo joqumjg; o o o o o o o c C5HrilOlOCOCO< oomooooco OO^fOCMOOCD OlflCOOCOOOOO •5[99iA V pJBOq JO JSOQ OlOiOlO CO I I . CO CO 00 CO lO H&r-kl-ifa CO CM CM T-ttf Hid Hid H|d HtfHlM CMCMCMCMr O O LO uo CM CO o o o o o oP o t>3 © j9 bxW .2-20 "§r3 © §o ^O £ © b£ . w © © bfl © m w ■+2.S btOp O a ^j2 bt& 0-^-2 So^Oh2*.h ® ^"3 -8 r- < S M^I^O P — p.SW dtfcMpp^ SS'o’S^S-S'S^JJ'S --CJ- ^ ~ c$ ^ ^ <£> ° ^ rj k? 132 1 3 WH^O<1 h> t-s •■a >-a M CO - O X* o o < o o o o o o > O H iO (CJ t> © © © I x|« CO CM CO CO CO O O o o o o o o o o o o o o o o o o t> CO CO o o o o o o o o © 05 © O J.S ^ Pi o a § Ef> ® © H? S ci ^ ci o ra G o ! I.® 0 § _ |£j ©3 -g © ’E>g <£ o 2*0 © ® © 0c® 1 g P <0 § © fl fl ^ ifils sias Sft ^3 i ^ g |s 0 3 ,0 ©CP) >2 < go® a o^S, o o o-^ ® 3 ® ^£fl«gp£«4 ~ g g O ^ <3H1> OOOOOCO^OOx^OOOOOOO O O x*i O CO l^ . n w \ 0 fcfi ; « 03 Ibis ^ » r— 1 • ^ fcjco bJD^ ®.£; © C« •Pi • bjr+3 g t»®«2 t> oih © r9 ©^3 ®.^P ©, ^ '"OoS° So M'oO 0 pi g3;? « ® o 04? bt^'a'S 0,-ftQ ©^ Pb K © L— rl ^ r] goofo .SW2 « :g| I :*« :'3 1 iTSfePl? 1 P >rH P ^ ^ , m ^ aa :3 £ Serf : ® ® > o rt ■ © © ©>-.©© g>.-s ,fe5>;'p;'23=!OhD^r2© ,0«H^ 0 1 O p h-> S P 00000c ) O t- CO o o 1 OOMX)C50HClCOTt of o o O CO o o cT^jT o o t>- o o o o o r— o o o to O O CO CO CQ tO CO tO tO O T* CO CO CO *8 ; co co oo : ^ $ S3: ^ ^ < to CO o t> o o co'cTt— r (N C5 O trf* o' * w Wh|m ' © O O O O O O O to O O O CO to O C<3 o o o o o o oco QOTt>OCOC-OOO^I>CDO OOIOIO H H ^ Cl rH CO O J Cl -a ® be© a § S3°| £.a o a w a * bfi® © be, bfl £ cS © ^■1^* ©^ H btu M ■ S-g £ 25 bt® ® £® bc> © ®^ © a O 0 ^3 ^ © 'o O o © •£ J> ^ ri^c*-( r9 ® go Sos «-aa«2 -®°-S § arf ^uP a gg-"o -PH © o. C3 rCq £_, 2 ^nKr SSIgfc ^ fe ? «3C/3OCCC0W(ila2MSOMOOO^pHa3p WccS o.g . © © 3 tH H to co b- 00 O ' STATISTICAL TABLES. 671 I .2 Table IX. — Statistics of wrdvcrsities and colleges for 1880, $'c. — Continued. 672 REPORT OF THE COMMISSIONER OF EDUCATION. Date of next com¬ mencement. K3 June 2. June 16. June 30. June 25. June 22. June 22. June 1. June 15. June 1. Juno 23. May 26. June 15. June 29. June 30. June 30. June 9. J une 29. June 24. June 9. J une 29. J une 30. June 23. J une 22. Property, income, &c. •sponj diqs -jiqoqos jo junoocc gyeggaggy H $90,000 • ■ o ■ o • oooo ■ o • • 1 . CM • O o 1 O • • • • O • o o 1 o • • • • ■ CO S • CO • OOO • o • o - O • O • to • o' ’ CM*' ■ o • rC> | • •uoijBi.ido.iddB ojbjs rao.ij jeFt jsnx oqjaoj sjdieoaa; 50 • o o * o • o • ■ o • 1 'S' ' ' ’ ooo • • o •S99j uorjiuj raojj jcai! jsb[ oqj ioj sjdpoajj 55 to o CO CO CO Ttl CM~ r-T 3, 000 6, 748 2, 500 1, 300 4, 150 2,700 2, 000 800 1, 300 3, 500 o CO • O to O 00 I • O rH O rH . O 00 to CM • • hT to" to* cm’' • •spunj OAijonpoad raojj gruoouj 4S to <25 o o co o o o o oooo • CM00H<0000 ooo • O C5 O CO O O tO 00 OLOl> • cm~ o' co to~ ^ to* co *-T r-T • ■efe* e rH * J o o 12, 000 0 13, 535 6, 250 2, 111 •spnnj OAijotipojd jo junouiy h. $85, 000 13, 000 o co o o o o oooo • cr OiOOOOO OOO ' c\ O to o O O O OOO • r- ih' io~ cT o' o o' o%*tH • cr. CO CO CO LO tH COH H ■ C£ ooo ‘OS o o • o o • O -CM • O • O tH • to* • cm~h7 « 05 • CO CM • rH • rH ■ •snj'BJBdde pun ‘sgurppnq ‘spunoas jo on[n_^ 55 ooo. ‘se$ ooooooo ooooooo ooooooo o o o o O O to OOOOOOO O O O O O O CO to CM o ooo cm o" Or O CO O to O (MH*OlO)HOOH (M H CO n L- t> 350, 000 100, 000 600, 000 120, 000 40, 000 380, 000 Libraries. •soTJBjqq £japos ui earanjOA jo aaqum^; 45 1, 300 oooo • • o • * o o o o O too • • o • *oooo rH CO to ■ • rH • • H *0 H (M • • • • CO CM • O O • O tH • O CO • to CO -COO *05 o' • cm* • eo* CM • rH • College library. •eqooq ur anoA ojbiS ■9T[09 jetq eqj ur osoaiouj 44 OOO 'tH • • O O CM to CM O tO • CO • • CUM H (M to • • rH CM O O • O 00 o CO O • to to o rH • rH •sjoiqdracd jo joqumjq 43 700 • i o • O • ' O • O O O H' • « o « to • • o • O O O CO • • O . - • CM *COHH(M O • O . o o o • o • co o CM . o * CM tH •saxunjoA jo aoqmnjq; ooooooooo . O O O O O OOOOOOOOO • O 0(NIOO • CO CQ 00 tO CM CO rH CM r-« tO CO to • CM CM rH H O O LO O O C5 O O 05 05 tO tH rH C5 tH CO' CO •JJO0AV <13 pxtjoq jo jsoq 41 CO A bJ 3 o 3 £ Wilmington College* . . . University of Wooster . Antioch College . Corvallis College . . . University of Oregon . Pacific University and Tualatin Academy. Blue Mountain University . McMinnville College* . Christian College . Philomath College . . Willamette University . . Muhlenberg College . Lebanon Talley College. . . . St. Vincent’s College . . Dickinson College* . Pennsylvania Military Academy. . Lafayette College . Pennsylvania College . Thiel College . Haverford College . O^OOOJQHNM^ ' LOCOt>XQOH(NCO^iCCO^OO lOOiOlO«5COOCDCO CUM C^l (N W (N (N Cl (N (MClCUMClCKMMC^tMWMlMCl STATISTICAL TABLES. 673 .as ssl sals^aS saiici a ^ ^ a«s . ci^g».§«g§||| *ggggss§l hi !!!!!>u mi sss ss 1 1 1 lll|l|l||f’gtf '■shsHi ^ >-5 *-s >-3 >-3 C-2-2 'll! "5 ^ >5 i! 11 es 111 " 8‘ la OrH “III S'“‘S r§§ IS W«3 ISI pg "2? I g5. Ill ccf onT £* S3 !! srf ii °i§ ill SI ill! ss" sss* 1” a‘s‘ o“co *3 ss~ss s* s§ sss ss^s's^sss' « NM«hN* tjT «r t-r ~rcf ri 1 rH * - ^ - IS Th~ sg • CO • CM* CM* ! rH • • •uoipBiidoiddB 9pEjg iuojj itroA 9qj ioj s jdteoQE; 50 • • • O • • t • o o • • « *1 o ooooooo CO 00 •S99j uoijmj raojj ib 9 A’ 9qj ioj sjdt909£[ 49 o o o o o o o o cooooo Th'iO* ^r-T <&r-i o o 40 rO •enpB.iBdd'B pun ‘sSuxppnq ‘spnnoiS jo 9npe_A_ 46 $500, 000 250, 000 20, 000 30, 000 o o o o CM 35, 000 70, 000 25, 000 25, 000 48, 000 50, 000 22, 000 240, 000 100, 000 60, 000 100, 000 50, 000 350, 000 150, 000 75, 000 Libraries. saiiBiqrj Ajaxoos ui eoumjoA jo laqum^j 45 • o o o • o o o • 40 CO 40 • cm" o o CM o o o • o 40 o o • o rH CO 40 ■ O • . o o o o o o • . o o o o o o • . O O O O 40 o • « o' o' 40" ^ cm" rH • • rH College library. •sqooq ux inaA 9jbxS -eqoo jsiq aqj ux asraioup 44 o o o o o O 40 40 O cm 40 40 O O • CM rH T* CO • rH « • O H 40 O O O • • t> O O CO • • 40 40 •ejajqdxuBd jo laqxuupj; W H< 800 2, 500 0 1,000 _ oos o o o o « 40 O O O • ^ CM ^ • : ! i ! P i j •seunqoA jo joqranjj; « H o o o o o o o o oowo 00 00 40 o O o 3,037 1,250 1,000 5, 000 3,000 3, 000 CM o ! o o o o o 40 o » o o o o o 40 O . 40 l> o o o co" co" • Th cm’ 40 o co rH rH • rH rH •3[99M. n piyoq jo jsoq 41 H<* H|d T#1 40 CO CM CO 40 ^h!nCM M ^ CM CO Name. H Vanderbilt University* . University of the South . Burritt College . Greeneville and Tusculum College Texas Military institute* a . Sit TVT iirv’a TTnwfiTsnt.v* _ Southwestern University . Baylor University . Mansfield Male and Female Col¬ lege.* Austin College . . . Trinity University . Marvin College* . University of Vermont and State Agricultural College. Middlebury College . . . Randolph Macon College . Emory and Henry College . j Hampden Sidney College . Washington and Lee University*. Richmond College . i Roanoke College . HWM-^lOO^OOOiO H(NCO^iO Ot>OOOOHW (N 8° : : 3 • N IQ President. 1 Rev. I. T. Tichenor, D. D. . . Gen. D. H. Hill . John Le Conte, a.m., m. d., LL. D. E. E. Edwards, ph. d . Rev. Noah Porter, D. D., LL. D. William H. Purnell, A. M., LL. D. Rev. P. H. Mell, n. D., ll. d., (ex officio.) Vincent T. Sanford, A. M. . . W. S. Dudley, M. D . •UOI^BZIUBgaO JO 9JBd 1872 1871 1869 1879 1847 1870 1872 1879 1873 1880 •jrajiBqo jo ojbq; « 1872 1871 1868 1877 1701 1867 1872 1879 1871 Location. « Auburn, Ala . Fayetteville, Ark. Berkeley, Cal . Fort Collins, Colo. New Haven, Conn Newark, Del . Eau Gallie, Fla. . . . Athens, Ga . Cuthbert, Ga . Dahlonega, Ga - Milledgevillo,' Ga. . Name. H State Agricultural and Mechani¬ cal College. Arkansas Industrial Hniversity . . . Colleges of Agriculture, Mechan¬ ics, Mining, Engineering, and Chemistry (University of Cali¬ fornia). State Agricultural College . Sheffield Scientific School of Tale College. Agricultural department of Dela¬ ware College. State Agricultural College & . Georgia State College ol Agricult¬ ure and Mechanic Arts (Uni¬ versity of Georgia). Southwest Georgia Agricultural College ( University ot Georgia). North Georgia Agricultural Col¬ lege (University of Georgia). Middle Georgia Military and Ag¬ ricultural College (University of Georgia). *i ■*< »© « • w O PI ^ ® co rH Stu¬ dents. •oxuraa^ GO CO • o o ; | ° S •SJOpUJ^SUJ O rf • (M e : : o o l I O | © > H) o' 2 jWM aT .2 § cS - ^ g q M pi © aT -"S w) I'rt-f o « PI o o" fl 'o fl. c3 fl OQ-e 2 be © ®fll i =* © If W o O PI e? g © » PI s.g Ss P4 cq IM H-T ffl P4 •QOTJBZITIB’3.10 JO 9JV(J •JSpXBqO JO 9JB(J Uri±} £;> s a £ .*S EDUCATION. Table X.— Part 1. — Statistics of schools of science {mining, engineering, agriculture , cfc.) endowed with the national land grant, for 1880, fyc— Continued. STATISTICAL TABLES. 681 •^notnooaauunoo jxan jo 9Jbq; 00 o CjiMrH rft'B 0 p P P •ft1-®*-® •edtqs -j'BXoqoe 99JJ jo'qjo jo joquinj^ •sdiqsrrqoqos ejBjg jo jaqnrn^; ^ P'rP E=3 eS .o bt a 'a © ■ a a •g fcgta .2 ^ a g’q a pq fa o \-£> O 9 ©£2 -s a Mg Ofin be VujOq . ®'C'2‘ < ® © o.s @ bC© q © g,® 9 K •g ‘5«2 Property, income, &c. •uoTuqjcIo.idd'e oj^xg mojj jt?9A jsbx oqj aoj sjaieoaxp M o o • • •ee- o • • : : CO • • • • 000 'tut •S90j noTjraj moaj jboA jstjx oqx aoj sjdi909^[ Tf< w O • o « o | co ^ ^ " • icTw o • lO • CNJ * •sptmj OAijonpojcd uiojj onroonj w w OO .t-T^rHOOO COO • O O iH O O O CM -O' ^ .TH©q'0'^' o m o O O — ' -00 — 'O 00 CM CO CM INH • CM rl ft fij rSfi «• 1 ©J •spimj 9Aijonpoad jo jimoray Cl « o O O UO O CM OO l- <® o - — . ^--L— . — CM CO . W © .. - ioo — ft-i© CM CO O CM ^ <6-1-1 CM rH ^ •snjc.reddTj ptre ‘sSui -pxmq ‘epauofti jo 9np?_A. H w *$100, 000 150, 000 (c) 20, 000 / 100, 950 (c) ooo‘ot?< 20, 000 95, 000 Libraries. •eoT.i'ejqix Ajoto -os ui sainrqoA jo aaqmnjq o M ft i o ■ O General library. •sqooq nr jbojC xooqos J8BX 9qj Ul 98B9J0UI ® Cl i jS "S' o I O t o . •ejaxqdniBd jo ‘oyr QC Cl o ! _ o ! S'© S ■'© o < — • eo ■ ft. « s|h|’§|S ^ft e« ©+sft -+= -'Sri a o g += es’k a ft© 2 2 § * g^l 1 © s® > as © s* © ^ © © =g gj? be ([} © © 05" .g © qJ-H ■q £ a P fcO§nd ^ ©O . a § a ?li» j“t- Sai . »Scir«;' > ft ft 2 © £ © © o aft ft. ^ . ©,g ®“o »"&?■§ I 1 . i! Ills'Ll |S o^So&oaj-a ~g jl rt'S'So 2 0) a -gs s-sja-ts^'i'&i'g br_. ft be<^ m aj ftrh 5 cb © f— 1 'r-1 ^ tr ^ .2 © g^ft g^aa 2ft So^ © <® 32 ■g«aoft+i«'o o ©3 « ^ a » ® ©©•9 ©2 1 §d£ « § ai-g aft ftft o^o© li s|i * e -© ots Table X.— Part 1.— Statistics of schools of science ( mining , engineering , agriculture, $c.) endowed with the national land grant , for 1880, ^-c.— Continued. 682 REPORT OF THE COMMISSIONER OF EDUCATION. "(J.U8UI8 0U9TXIUIO9 JXOU JO 9JBQ[ © © . ■ © a a > a © © © © . • © •-a t-a T © cT o' acf of HCOOCJOH CO CO CO CM rH CO rH * ^ © © 1*0 © CM O tJ» b- > HH- DCl rH CM CM CO •snqnrBddn pun ‘e3ni -pjmq ‘epunoaS jo 9UjnA O O O O o O O o O o O O O O o CO toot-ffl- "s-> •89t.I'Bjqi[ Aj9I0 -os trt saauqoA jo jbqumjq; • o o o ! o ^ • o o 0 lO CO :Sb i $ i i •sqooqut jvqA xooqos J813[ oqj’ui 98B0J0UJ 05 « 730 250 131 692 • 00 ^ ^ :^b b (/) 22 (/) •sj9xqdured jo -ojq; QC « o o o o o o o o IOOOOLQ CM rH * * 750 799 (/) (/) (/) 900 (/) •89uraxoA jo jgqum^i « l> o o o rH O O O lO o o © CM*' CM CD* CO“ O LO CO O O O rH CO cm* ^ cT rH CM o • o o • o ^ ^ ^ ^ CM * CD ^ w O • ^ o ^ • b ^ b ; •uoijinj joj juapnjs qoB9 oj gitreqo jemiay <00100 *JB9j£ oijsiqoqos ui sqaoAi. jo aaqran^r CO CO CO CO " CO CO ^ CO CO CO < •^pnjs jo 9Sjnoo qnj ui sjraa£ jo jgqtanjq; •sdtqs -j'B^oqos 99JJ J9q;o jo J9qtan^[ t-woo •8diqsj,B[oqos ojejg jo jaquinjq; .2 b few >5 ®fo.-S H - © °'S t> §>§g s.5- !§* ■11 :fi| : o g Ih d SjdO a o t>> u a-gss - S-W gf)© qw *h ocir. ^ oh a “'hi, w © "© ® c3 ts ^ O Op. >•<5 © 5 0-2 _ „ ! Cw d cs'3 ' d OH g-a fcBfl 5 -5 i’fl d 3 'S ^ M ^ 0 £ 5L O^OC4o£oqcJO H ^ 3 wo CO ^ O CD t>< CO 0 oO ^ • • 00 ^-v C5 •s ^ w CO O 4, 752 (/) 100 0 (/) (/) 0 0 5 ss 7, 500 33, 923 /5, 000 30, 000 00 0 0 00 0 00 0 0 O 00 CO 0 71 10 O fr* CM rH O CM r^* to lS CO* -*&CQ oVi ^ CM ^ 0000 of o' o' o lOOOlO OS^iO ^ O O CM O i-n CO lO wo <— > c c, CO O O CO iQ iO Rift’S 'K» O CO -rjH O CO ^ ^ CO CM ^ CM OO O CO (M ^ 0 0 0 s> * | ^ 00 Cd ^ 71 O « 1-1 ^sT. S, O O s »o 00 000 0 CM OOO ^ CM H © 1- £ fcto^ © -2 s 'o g"a u 3P ■•g g a 2 i5Br- GO ©t; . ©,3<1 Sll?| •SHSHg ft © -g S»H ft Sa<2°g te ® 35,3 g' ©i^So J25 «o ^ r2 • « ?3 oj o 3 3 go 3 9 gl .3 .2 © 3 f-> f-H <£) -H bfl bB cB1© «i ^ a.© 3 * © ~ ^ ail o I § -B g © Oil ^ S | JS ■ M 03 QrH r_ O© 3 ©^.^90 © lag-s^®'0 li 3 2.g 3S I £ ts ^bp^ © a fc0<3 J a § &1P P<1 0:CPh<1 -B o Orf e3-£ ft © CG S~08 § jg 0 M.2® r-j q 5 >© © a 2 a 3 § £i§ 31 1^ J£ i'Pi.ii ; P bt'5: b£ kBT* ! as g !3o>og> I «o 3^ g 3 O P GGp . © aj| ©gp o-2 3 os a ©M .a •3li» 111 111 g a 3 15 a ft g ft © a ^ 51 a fss .3 Q, © o u© —I .a ,C8 'ana's £w«i o ?> 3 £ 5 « 3 ^ 3 -a .2 ft ©3 2 ^ 3 2 g £ ® P- O bB 2 a® p 0 go S 3 B k s 3 3 §g^3| O5©^ g others arising for the s and 3 Mil 9 ® fen*P 5 ft 0 oco © O0^ a f-> -H cS ® ft© © 1:3 >© °0 2 a ® § i| ^a • 2-S "a-g.S « ftft OO © 0© g a53 ^ pj bJO^ ° P 2 © §M -H ft © © M g ^ S33 bB.S § ©.S'S OP •“ s bBr- <1 55 -ri35'p ■s-ag-sa . ffl'gZl.s ji © 3§1®*§ m g© ^3 s g o o a ® HP Eh 8 « » 2 g t3 9 o 2 Ph ^ ^ 1 * 1 © © 3 Ir 2 p ala 00 o v d ^ a§a 8... a 3.2 111 •c'*y 'C a0<-0r 0 Z0n2^r0 3 a 2 a g cs pdH > c2 o^l-S=2 .2 | S © fcB©N a-© §Mr©_p «g§° &,©<*. > 1 M §* © 2 3 ft a © CH rP (D ^^43 .'SpQr^ §1 IIS's! «s ab o *« 2 ^ ft© cd ©^ ^ .^'Bgg®^83 «S 8 3 l’§ 2 % | © '"' 3 ro-1-1 a}'©_, ^ -g-g .©© § gfi© © | ;3 i’a |li§l |g I © a ftp © 'a >• ©^ >S<1 PmW Pd<5 e-o w-s « ^ & 683 Table X. — Part 2. — Statistics of schools and of collegiate departments of science ( mining , engineering, ifc.) not endowed with the national land grant, for 1880; from replies to inquiries by the United States Bureau of Education. 684 REPORT OF THE COMMISSIONER OF EDUCATION. Scientific department. Students. •sjuapuja ojenpeali jo aaqran^ s 1 ■ j ; ; j j N •os.xnoo XBijrcd ux joqtnnsj § © 1 CM CD O • • • © • • CM • • • • Fourth year. •efeaiaj; * 1 ; 8 1 ; co ■ ci ! © Third year. N 1 ; : : ilj •9XT3H ® 1 l 26 Second year. •axRina^ es H : : : : : •9x^k CM CM « • CD • • CO First year. •9XBUI9J M •9X^K C* rH i CO ‘ J2 : : •osinoo inxnSoj ux jaquinu xbjoi w H CO 00 iO O CD co Corps of instruc¬ tion. •sjoxnjoaj pue s.ios -sajoad juapisax-uoyi; O H S S • C" •sjojonjjem pun sjossajoad guapxsa^x © W tH- t> w w CD ^ © CO CM rH Preparatory department. Stu¬ dents. 3D CO • •9IBK O CM • : : : : : •sjojonajsnx © CM : : : : : : President. ' a o £ > i i h > p- < pe Albert C. Halo, A. M., e. m., PH. D. Samuel S. Emly, secretary . Levi Stockbridge . William F. Warren, s. T. D., LL. D., president; John W. Lindsay, s. T. D., acting dean. Charles W. Eliot, LL. D., president ; Henry L. Eustis, A. Mg dean. Francis H. Storer, A. M., dean. Charles 0. Thompson, A. M., PH. D., principal. i i i i 0 l 1 i ! ) 1 1 1 •uoxqezxu'eS.io jo * 1862 1874 0 1874 1848 1871 1868 •japiBqo jo 9jvq W 1874 1874 1869 1642 1865 Location. C* San Francisco, Cal (24 Post street). Colorado Springs, Colo. Golden, Colo . Atlanta. Ga . Terre Hauto, Tnd . Boston, Mass . Boston, Mass (20 Beacon street). Cambridge, Mass Jamaica Plain, Mass. W orcester, Mass . . i 1 1 1 1 1 Name. H School of Practical, Civil, Mining, and Mechanical Engineering, Surveying, and Drawing. lurgy (Colorado College). State School of Mines . Agricultural course in Atlanta University, a College of Agriculture (Boston University). <: School of All Sciences (Boston University) . d Lawrence Scientific School (Har¬ vard University). Bussey Institution (Harvard Uni¬ versity). W orcester County Free Institute of Industrial Science. Department of Civil Engineering (University of Michigan). .H R fitz ® 4 C+5 p: James F. Harrison, M. D., chairman of faculty. Arthur Mac Arthur, ul. D., president of faculty. •aoTpJzracSio jo 9jBd 1839 1870 1825 1880 •J9pI1?qO JO 9JB(I w 1839 1869 1819 Location. 5* Lexington, Ya .... New Market, Ya . University of Vir¬ ginia, Va. W ashington, D. C . Name. H Virginia Military Institute . New Market Polytechnic Insti¬ tute.* Scientific department (Univer¬ sity of Virginia). Polytechnic department of Na¬ tional University, b 32 33 34 35 *From Report of the Commissioner of Education for 1879. a Reported with classical department (see Table IX). b Not folly organized. Table X. — Part 2. — Statistics of schools and of collegiate departments of science ( mining , engineering, „ O O O o © © COCQ Or §s 12 1| *Vi.£ ^ 2 £ IjS J? a “ PfD ©gtd > '3 P -a a © '2 io a cm ! o a a p s a o a © 9 © -5 © O © rH ■" © a.p a as -a-*? © a 9 o K « h s ri _ S °Srd M M M O C3 g M o ® ® m ®” ■a beg a -2=2 ■“ ©.9’°^ g © § tjrrlO ©rrt Q &fi “ © 12 4S « Ah g gsr§ § g| .a © o § o a^ Ko a © ci Or-j © a pe] © p '-g ” y A«°® ^ +3 M£flo *» §J.9 £ © S © 9 r© g+P.A,® © 9"3P ^ § fl (D.h ® © a : CP -§5'd _ Q ^| © ®f ^ o a-g ®-o ©^ . 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P <1 in O H > >■ > > > ^*0" © © © © © © M •a 3 PI g d g p| ft 0 ■oSogoOO Txo:^mttnou9(j • gd § I > aowwppp •noTpeziTre§.xo jo ^(j ! Tt( 4 (M O I 00 00 QC 00 GO CX) t- tr- . co co 10 cq 1 CO co 00 00 00 CO MOJITO JO 9J^d I O CO CO ^ r CO 10 t- »o co cO t»< co 00 00 00 00 00 d d ... g g § is^.2u F d a do dfc : e di i s g; a *' d J'gO‘S'-/ S ©$ cs g k: m 2 3 ^-=1 4||l llll J g-|l l&j 13 § If 81 8^® 1 § m ^ — _ ._ © O ®PU 5 3 g §> ^ ^ P _cj iPl% SSw.9 ^ ^ tn.9 O h® o o « ® >, ® PI g H 2 C M PI S<^ O c3^. O “ 0'S .9^0 |lM|'|°|g.SgggOM 5I|2's|^| lisa's ■a S cj 55 t^-g ® g-gt o o -g g 'cs .2 ^ *3 .-g g g g'Ec’bO .2 ftn SoH m -2 Ag A A A o O ‘'iHOo.S " ^ ' ' 'a o a s s •a r9i So Ar3 w „■ -s s s fQ'^^SS'g'ap'^d c3 es’bSsg^ «.2 ®H §-2 hL.2W.2 .2.2^ g ^ g bJO^bJOcS bfiSobcg o SoStJfJoHO+JOOoSbl! ^'oS'd^'o S'© d'0'0’0 3 g 5 : a 1.9 : 9 , © >5 1 p< • C3 . .9 1 . 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'o ft g'g’a-P'ft O^oqcoHHH b6|1 fccg5 o ft-§ ft © ft ft ©a RflOH ©5s fcj) o aa r9 "S O o j*% t>3© ft5 . o w o I’'"' R w w HI a^S I 2m ©9^ I 1332 Ills ’ft'g'o'© Hcq * : g.*a « o Ph >-3 ft • -§13 le^glliw •2 Sa^ajeM :.a ■# si^M^g'IA'3 i H3rtPH ^5-2 ft © _< ©ft ft.rH •* ®^W.2 1 ft'ftrSjjg^ Mg.© ©I 1 _ ^ b£ flo o o ft g ©^2r2cH © ft 3 9 rt SlpStl^l-Js 3§5 9 ©P b£©5 .©Mri 3 © ^ fe5 p3 2 'a 3 ‘Sc g © ® >• ft- "9 0° OQ O prQrft Po O ® S ra o © c © ©-(-> ,n ft © © QdftSr g-§-if.S« ^ ^ 8-S Sc-b| o 83t> t? ft ©.a Rft © ©R § P^.ftM^a ft^ ftra © © © R £ g 0 5 © "ft ft CD o © 2 &>.- W'k'o 111 ?eS Ci CN CM CO CO CO ^f! 10 ©00 Table XI. — Statistics of schools of theology for 1880, tyc. — Continued. 692 REPORT OP THE COMMISSIONER OP EDUCATION. •edrq;8 -jcosssjojd psAiopn^ 05 rH • OWNi t- O O CO • -T^ CO CO O 1 •8I9JTl^08X PUT? 8J0S -BQJOld !XU9piS8a;-U0J^ QC ONOOH I rH OH tH lO Hi - t> lO • CO ^ ! 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H bp i g ® g P'3 Pi oSgJ§|?8-|§.s§u-a 2M-bn“a 5a .2 SJ Mi| p.S O O S O© P© ftS h R -rt, © ©--; ©plo ©ip © ©j© O oCx)^ Pec-^ =>pfl^-P02,ra ©ov.a^'p.9a3 bc'p 1 >5 o &.r^ F| * a '© s be © P A fn ^9 § Sfo : ^.o big | . .. ^ia^ O p o o S_ 2-g ©41 02-3 H P P p ;P P.2 3 = 1 O^H 4^02 P g . a .2 © .9 ot “§ a p p.-3-a ©02 © ©H 02 ,2^ft .2 pi 5.2 P 2 P 2 ‘3 23 f2p p "be ©9q "bc.g Te pE ® 'bCf9 'terp -3 § ■poHS oCoa©oPpt>3© „ o'S o g © ol - r . 2 o p"o 5 P’0 ©ror2 .5 © b © r5 +f © 41 © « : w H fl.H ©P? ft®.rt « ®-HU OflJ g.S © fl 544 ©p © flp ■"“•-iP §4 © S4lP ©41 © 4) 41 PM^O^t f4.p ©4lf4l02i©434) ©^ ojPo2c5PH PHtREHHp H F H EH^P p • .2 02 6 «M © o ft ^ t*m o _g Tr CO P CC^rS fl •^^2 ft O O « a © .2 .2pi 3 g 3 be © 2 o 5 o El ■S'? . 03 C3 II © rrt © 3 <1.-2 r-M P 2P ?9- -445 o cm ^ - o p: •2 9.20 § © © 5o ”5 a H g°hH a © p 2’2‘S p'1‘S.2 p, ."2 © © be © 3||!1 . © be0wH so eip OH O So © ©o § PH PH £> t- C -- O < a 00000 IHH Csl (M t> ho <0 hptfp; fi s a • g a ;o a fl „ ® ® ■ S a"df | © 'A §■■§ a m © a 3 w tejj'g . >eg > |> > © O © . © © © P3 p3HP4P«tf S < §0 So o w . co wa £©* >* H O 3) P3P3 o.S C« S ^ 3; fh a i« ® ©a al^l Si* t? 33° Sc rTrM 3 £ ^ CJ fsljjassa P$WfcQP*P3P3P3 •HOT^BnTU20I39(J •g ofs %M cs o5 PPo3 A a t>2 c8 P. 3 - Sllll c3 Id u cj 3 3 PhOWOPh PPP1 CS1© ' • © 1© • PO^g-g P© : Sga|§3 : .3 ohW.3 a • "S fj u F< o S ® ft U 05 0 0 Fh o O c3 PmSfcfcpHpSfcffl •noipezitre§.io jo 9^B(j t~CM CO CM CO 1C CO O k© CO CO CM CO C- t- 1© t- CO 00 00 00 00 00 00 00 00 00 00 *29JJCBt[0 JO 0JB(X ' CO 00 GO a a a a a a a ® s no, a -•■ "stilt?!! mhBS Srn C Q-ri oo gQA 9 a a ® rZ pa 3 £ ®' ig © ©. 6 mm nd’Ss Mtd AmP-fe ■£ ■ a 9fe§ h^H 'd © *3. .2>£ Srfl a opr © ,d © © 5'^ i-sl a a Pc S o o o oas ^'3'cl 'a ® ® o ® rg ‘bJCi'oC M o © mo |2iHB H 5 m ,-gS |ii| ?l!| tbOpP Jh +? tl >s >; 3 , ■flpqpPH M O o w W QJ JJJJM S f< h F.'a rdcdc©’ a5 H r-H O a © Pend o o ■ °5 © ■g aM _ _ •paa ®co h-: .2 a © © a g © ©^ o o o'©1© © © © © ©-a a HHHHP © a m > -a m T3 o If a i S O© S P m-P O o ^ © a °P2 0 g-g'3 8 §» COrJl lflOt>COCiOi COCO CO CO CO CO CO t* ' From Beport of the Commissioner of Education for 1879. a In academic and theological departments. 6 Also 1 in part. Table XI. — Statistics of schools of theology for 1880_, £c. — Continued. STATISTICAL TABLES. K © §2 "sS © 9 R 5s s SS e> §§ h>*-» © o o o O CO •spuraj OATJOUpOjd UIOJJ oraooui 05 N t>oo\ •spanj OAijonpojdjo junoTuy •sSmppiiq pun spnnoiS jo ouxua. o o o o O lO o o o o o o o o o o o o o o o o o o •sj[ooq nr ivqA. xooqos jsbi aqj’ui 9eB0ioni •sjaiqdnred jo J9qumjs[ •sanriqoA jo J9qnmjs£ o o o o o o o o o o o o co o CO o o o cqio tfTo cq CO O " ift of' Cl o CO o rH t>* coVT o o •xea^f oi^SBtoqos hi 6^99-Ai. jo joqnzn^ •jfpn^s JO osjhoo x[hj ut &ib9.£ jo oaqum^ co co icocococoeo CO CON coco '0881 jo jnemoouaui -moo 9qj ju sojunpuJ-Q ON • rh O O •9OU0IOS JO SJ9J -J9X UT 99J§9p U p9AT909J 9AUq OqAl SJU9pn^S JU9S9J g ro>£ ffiO a O > ®R° h"h © H R B M i-1 © s a ,© . cso k|q 5000 ®'3^ £ ® I o R"a © § goco'giR.-S Ill'S '3'1'Sl ^ r* *2 -2 OpH 5,5 5 Sbww r r* 8 8 rJI w g'S^o *pQ a EkS* a Tn fr'So cs OX!® bX ca OJUQJJOCO O+^Ji edo,no^o+:oooS bOPVCl R_._. . , ~ o-R'tiR'o 8 © 2® ® R S'S 2.3 |!|hb||| tctoSoo o-g®.*> ri\©' _ o®®£.2®3^ -R.R.R ©.a eS HHHCi3ORPQ0 g^o'C 2® I •° 1-4 • ‘So 2 A 5 ‘So'tc a _o h.2 a ®,©,a "o o^3^,oro-£ ©br ®+s © © a && fe ©a},© >5 H w o ? © 'fl 1U R R ■ 3 © «P >,© bCp+s |'lll§ 02Q «’© © £ ' O1^ © © • n, 1 © © t>*/2 ■al^ i®§ b © © S.g ®.g R 5 -© btf— fct© fc£ © *. - - £ © flPo©g©4jXe^ MHs^OPWPmPO _ Op pJJ d^Or. ,3 © . Gtn % © g © © ■ rP "to O C3 c3 *OJ »fH rM p* PJ »SS-3'2B'-3i&&ioH2l .2 J O ®,S£ *§^02-3 p o © © © jp jf^©-© O oJSMt©P rt«w 2 2 ©£P r 2 S PI Jf „ ® ° p| S o ’bB bx'fcJO^ rg © 'bXl © P©3 $SfH®H©oofeU©^ s © ®v © ■^’2 0®'®©^©®©© "©gSS®b©?®Sg|fl®b ©©; ©© © u 5,3©i©ir© es © ®r©^ cispqMfloPoj^PPHcqfqoP W^lOONOOOOHN MrlOHNe0^i«OI> C^ . ^ © CO ^ CM CM -g © © © © s1 ° r r r g i2 o p p p p r^Ot-pShs ® M M NOJ o , 00 000 o o o o o o o o o o o o 00 00 > O O O C ) o o o < » O O rH C OOIOC3MCOO >00 05X00 < CO CO CO CO CO CD l> CO CO CO CO ^ CO CO CO OG 00 10 Of 00 10 CO -.^•3 • : g "oM [?Lj £ • _ © O 1-3 i^Uiis S rp Srp ©S_, o © § g 02 •■£ ® ^ +2 ' m g ^fl .9 a > - a § r § Sol.-1 fco R rP> 1 £ $£ gP R te .2 § tCrR .©cc ^ o -§"S cs © h © « r be » -g •* .5® — *C c8 o •S'© if, © © -R Vi, v„ h-2 R pR S o .02 Is R a 02*'# g bJt)§ © © p R A © *.$5 £»§ c3 ° •PhSrR'-h 9 gr© «-g 0 © R ©CO R t>> - 1 © E7 10 © 05 IO 10 t- ® © in W -pi CM CO rH 00 COC-OO g ® 9 S t;Pn as R W> ^ 5 -ba ■+3©R-SrR°R©-R *R P b« •£§ Hj CPRP Iro-SS I o’”® .00 K -R ©£o ' ' h02^ O' [oflog 2 © O^r^.g R R Cl I*r i^.g^ ^ R ^ © 111 so© ||1S| -O bug © o«2 r2 RrR ©^1! |iS|H|l^||l2s|f!il|g <55*^23 <3* M»ii oc« a"! ^ i-&So 5^ U&g 9 o lc© a-2 5»'5 ^ zz a! ®|S 2 b„ ©r-i rt a m SS.gb’a rp R fcnR o >>.9 c3 a Q rR ■ R ©^ ©r/< ° * 9^, ° t^rp r : ©^3 >.b-9 2 ■ coo H-S29 : ’3g)R-c|Hh -5 o 2.3 0^3 §^,25.3 2 2rS-3 ROi 1 IllUl!tHI«s^ 'i ®h“~£ «-a 9 * a® fcJD+5 . ._ © r 2 I & RCC ©';qi ^ 3| St^rR 0^^ i — w 3t^ 5 ol © 5-4-2.RR 43 O H 02 P<1WPbHPPHoHi»«HpM!-D R fertS’ESfBUS I R ”• ®!2^^h| grS §"3oS ! ® g 3S sHo5ojS g S-P-R^-g «0 d « gvR g o-g i-s S 3.3 a ^ o a o op 3 o| pi 2 § § § o-^ « Sr-^r.h^; a 8 « a® ® ^ R O o^^rR © OOPOPH HPm^PoPPO PPomojHP g s ri p, a co'p © 13 0S.0 m - f=> 03 ®-rl p2 - ^,2 03c ^ "S s ? '©.2'©’© S’" ■ « <(^ ©> r« § .H o R ® © t>» nR cS © o M © Or j Z a © R |s|’B •I gi^ •2£ ®1 a o'R © 9'g'S‘S ogoR ^ P? 2 2 “ 2 13 . 3 p.S'R tc i! w » © R o g^a.Sg •43.2 s Ill'll pill's §5 aa| tjr-< © R c3 ■k e^o ©s Table XI; — Statistics of schools of theology for 1880, ifc. — Continued. 698 REPORT OF THE COMMISSIONER OF EDUCATION. K O © © « a 2 o g . © Hi ■ggg ft l ci 00 ' § ^ £ a to os . hs rg r3 <1 Hj ft> ^ •sptmj eAi^onpojd UIOJJ 9UI00XIX to o cs o CM O •sptmj 9Ai^onpoad jo jxmoxoy O O o o ® O »8 •sSxxxpituq ptre spunonS jo ohx^a oSS o <&- o o o o iff o’ cd o t>- o cd o i> cT •SJ[ooq txx jb 9j£ Xooqos jsex 9qj’nx osxjajoxrj •BXOxqdniBd jo joqiuxij^ •egxnxqoA jo aoqxnxijvj; o o o ® cm m cm" *JB9j£ oxjSBXoqos nx eqaoAi. jo jgqxniijj CM O CM ® ® OS •ilpxi^s JO 98JX100 xixxj nx sj.b9^ jo J9qnixi^[ ‘0881 J° Jxi9xn90U9tn -XnOO Oqj JB BOX-BUpBI-Q w H o to 00 t- CO 00 CM CD t-H rH tF • O ^ Ith •90n9X0S JO SJ9J o o oo I CD OHO CD ! ‘ CM CM w -J9X XIX 99J§9p B P9AX909J rH * CO CO CO 00 • • CO CM 3 O 9Auq oqAisjuapxijs jxi9S9Jj fj o o * 1C O O rH O ID •soj'ETipBiS jnopxeaxi r * CM • • i • • CJCOCOOOOtH 00 00 CD CD H 00 00 t> CO CM •jgqnmxi jxi989Jj; © H iO rH CM CO CO CM rH Tf r- ,TH rH CO CO 00 CO CM CO CM CM CO O CO >0 CO CO CO COCMCM ) CO CO CO CD CO CO CO • 73 • o :o afsa®ofld sglesS^i o«h g^-a^ 9 .go a © r •• ’■ '■ m% *3 5 .aP So © ©©3 a*3 © a ©4 ^ H -'.r/s °r ©HXO bOg'3'3 ?H®r- la-lal’ia.l ^ ^ S a ® Ph © po-p a o SM ® rj © © t>5® © o •© E3 no co ,© xo ©4 +0_ “ aabJOcScSgcS17* ©ot-oo.^o^p lllllflll > s .a 2 ,© S3 . © OQ Fh * ep © a t>» 0Hra .-S a-pQ m H'g I si! B „ fH t) tH ri - • O r3 -9 .2 p © .2 ^ 'S ^ P4 ^ «« -g ■Hl&g| | ®fcc.aa-§ tc a-§ a g | o5 a 'a H 'g a 'a qq IS j ^ O M o o ■ "bio 2 ‘Si'S ‘So© ‘Sb OpOO ©pp o O tS'o^a’o'S'Q ',©©43 wlqPpj H H CS®r-ICMe0'«*'lO®t~00 OOiHCMCO'^lOtO I>0COS O 00 OS OS OS OS OS 03 05 'C5 OS SSS r4 15,000 1 3,000 1 . | e37, 702 I el49, 802 I c7, 257 STATISTICAL TABLES. 2 rt rt rt rt rt O O ^ £ 3 ci c3 o o s* o o o o o o o o o o o o o o o o o icf o\2- o' o' o o . o o > O CM o o o o o o o o O O gON CO CO g H bflg © rt -fa • Cj ^ g S^®S'oro'3 _t> ■a ‘3 1^3 ©"I |'gr® w;s 0uuOToHNf<5^ O' J 5 £^om w ^ Rp ^ jS o tJP e ah o oed WH^ W^| © § PPM .hflS© n3 - d P -d a &0 © _r*c! lr-i| ' ]02 d"^ £ C=pgo;d : Q p p’ ’d/d Cj rf a d © .3 1 S''3-® 8 23 "a © Sfi • d<] es , • Ig^j© ©15 >13 o b-O'.dJS^dOdO PMP^m oMoO b >^=2 2 . cTi r ri cl •UOI^'BZia'BgJO JO OJ'BQ CO co 00 OO 00 00 lOOifl •jejxeip jo oj'bq; coS oooo 1C CO 00 o t> co oo 00 CO CO O 1>> :3& ■ o © • rHdi : H p = §3 H -3 O !«<$! wfgi ©^ d § JzMSS o O P 9 © 3 P . d . ^ >j t^1 MM*! W © 9 © §2^ •gJI pPQ o2 8 dM £.3.2 $3ppp ■"Vd rgj}j§g g5oi P £ .2 © ©'d PPPM S > j-a .◄r .3 • © ,rS !!► 0'S > O ®£p;§ ^ © ©hH © > « o pp.ss 6Q% ©2 ® s2o o o Olzi fl o Pop, ri > P \z p§> oO. p|° PiW 0.3=3 +3 4^ .Li ^ gggR . fJJ|g| | 3 g rttiig > g'g'&.g ® !llll§ RRRPQ ~d O O || PTg :!§ i_j ^ r-H oy h') . 1 M -+r -S^J .fc^WP® /i-\ 'H rr\ p3 C) C*-J h*- <*r» P^: cS O'M P 0 iH o.ti *8 M fH !gl| =sph 4P 4^^ o a ° o o ^ a as, £§P £ p^ alS^a d «3 & S.2 PP (M O fH a w d flrj cdVi o . d ^Gae,OP„aodOn a- o © qff P Cu CL| w Q. o STo c) ® A o o ® n3^ r-*n3 w cn tin ddS^^Od^d h^Pm POPOP : m ^ P* *C3 O Is a > P 9 ’gS-g > lf|g Og'S o 'SmP^ aaa! fH p M M d d dt, PiP.Pi; © © © d d rid PPP02 F=t(M CO m 50 00030 From Eeport of the Commissioner of Education for 1879. c University charter. & Closed in September, 1880. c Suspended in June, 1879. Table XII. — Statistics of schools of law for 1880, $c. — Continued. 702 REPORT OF THE COMMISSIONER OF EDUCATION. •0881 JO -eouanunoo eqi jb saumpBiQ •90U3X0S ao sa9^9| hi 99a2op b pgaraoga 9ABq ogA sjn9pnjs jriasoaj •agqranu ja9S9a-3 g^ii H | 2p4 o 3 o ^ Sco-o >j ce . o h p>efl O © jQ © WPhW a p -< +3' H p g Q P S H J r© © * jhD PW,© > > § 8.82 S51 p S' p © _ _ . a CD ^ O pMsii ■ S|||" I __~®K^.CifflrC3 •U0IJBZTHB3.I0 JO 9JB t"- C5 - > 00 QO t- C •jajjcxp jo aj'Bd c3 ci o a & f^r-3 p"£ 042 © a © c3 WO ; P :p sl» -^OO .2. <^'SaJ I rt O S^f2 CSti fer ^ & <1oocc o :rprSj2» ' .& § ® P © © c8 © © © •JfJSl IS?? 'o£s’g'S> >5'© P -g H Pi >p P Sk.® Iglfe Bfe-3 = a° a g "g C3 © H &ll§ “ o g UgH c3 © 3 jj ■ '1'^- 302 O . • • O ^ • 2^ © '-g© flOO © o .a -- « W^^.oW i s 'P P |a|§!|s|| bT O © © |©HH P<_r® © 5 © 2 H W © cm -m o a •3^ 2^ =&3 O}^ ■3 § ^ t>- :b ^ ; > o*s t> <0 • |r •g biD ;£> o p §a|| ‘2 g^'3 P^ feP '-'•2 c3 . - O |P ^ O =S g i & > © P-M ® © P'^g g| K Cl P >3 r3 ', a © M © S -2 fctnpPtu © ©1” O O Q > Pp -3 PH _ p p-^ S'oO P'S „ H ° c3 g >3 ©3 ; s a a 0 s cjcjOScicSOcjcS ftBMa c.cupi^=t p> ■ 13 «m 9 ; °.a : o « : go g o |s a.u rga^^I sj n*sIii!P5 -S.©Hrbia 2 §2Se^S l>.l'shi“si|I g-sp a b« o-g CU P^tf^haOP^ 00 00 • 00 00 00 00 CO 00 00 00 00 00 £ * ‘3 u GOOD pppp £!£§§§§ S ® --tfitfitjTS) II 2*3 © =3 t» • •>» £CJ ;.13 ^ «.2*' Pi c- -‘Ei.S'g^i 8. ► tpi^l! ^ GO r3 «* ,S-&to£ >*S| H s’3®3.-s01 •g . 9 I5®' isi^-g-s^-s te'ajdb 2 2 © 2 P O O "£ M fl fH ^HOOScirtCi o£.a,cl ftft-3 ft _"P O O © ©rO © 'o ©COM'd'TS Qt3' .§3**1* 0H c3 e3 c3 c3 o <3 Cfi PPPPOpI Table XII. — Statistics of schools of law for 1880, tfc. — Continued. 704 REPOET OF THE COMMISSIONER OF EDUCATION. K | sS >> •S90j noijm!) raojj jt59£ jsbx 9qj ioj sjdiooo^j; © o o o O CO O O O O m H(M . ££®>>2 >3 o p9 p p §3 p ^►oHoho t-a I-3 1-5 3 t-3 w b£? N(NO 00 o o > © fj* -P-q fcC-®-S ® > fl id w S ® -rt ©tD-S. © © P SSg^g*3 •S p^p © CO CO CO CO so (M CO CO CO CO p,o >ip p « 'SSA :l|l%|ll 2 • br.2 2 p a -e '3 ®. 4 goo ££ p W o S-ife-p 03 '• ■ >> iSltllss h|5,3iS|3^! p'5 +-r -g •+=■ S -uf += p^pppppp „ „ „ w 0!m O « OQ O O O O fl # o a ° a a a .a s swJ _a ap a !•§ oca _ a o p p p .2 p p 3 © O P © © © © dOCcScSCcjcS P*P P0RP0J3 ao ©©©©©©©© PCQ'P'C'CCO'P'C ppppppc«p I’o'o'©'© q _ © © P « P ,0= ,P P< Pn-q 9 3 p1 6PP a p.-q p, pv _• o o o ®P o o oCCM'P'P 3 -P'S 5 r : « P p P P o P p <5 £ &’■§ 45 E £ P^-g'C ”1 S-§ © >io ©-S a h-P es £ p, 3 od'P ^ p a © a pH - "-1 .2 O p h P o '©'p 5a a ■«v*~ e a -3 1* a >> Ho nq -ga g P a, ca «r /; . S © © >i«:Pa © Hi w © .© -g£ p © p-g U)P ccH v^ca c« H © © m •+» P © sli p p © rs. >> a I ©-p ® S-i i in©- 5 «| a p -elsf &.a ® ■— ■ rq ^CCr^ &-2 grd P ® «J?2i? 8 IS &S f Phm^P50c» * S .O O ~ C$ ■ 00 *S >5 > g®!3 •a®p nt3.g c_ ►“* f. as- ?li wro P pa ? a OP© Oh)P Table XIII. — Statistics of schools of medicine, of dentistry, and of pharmacy for 1880; fromreplies to inquiries by the United States Bureau of Education. 706 REPORT OF THE COMMISSIONER OF EDUCATION. •0881 jo strain -Gouatnoioo 9qj jb sajBiipBJ*) O I© •90H9T0S JO SJ9J -J9J TIT 99jggp B P9AT909J 9abt[ oqAv sjaopTijs juosajj o t- M ■ il •joqnmxi jtrasaij 'SJ9jn^09| puB siossojoid iu9pi89J-no^ •6IOJOT1JJS •nr pttB 8Joss9jojd juepisey; gg is • GQ ftd • _ q g .2 < u oH g, IPS §il ! q p © . d j ,2 ^ r£ ^ -hr w "S fi © '•Q 5 »J «“d 3 iJ cO ^ & o ^ o ft ft = af t^fi ^9 s" g ©'? 'tt g Q ® a? d ~w-©s 9 C3 s' .2 3 g r| o ft^d •r -r ft fig ►3 r £ - ™ !<§1 2 . »k 5 9,3' . " -S!>c Ph oHh o os® • 2 9 ■§ ^g ft < s g'g R b*8 R gd R 11 a OO R S £ e © s £ ®> d o o © ,2 • © H ® te ■ ' ^ a l CfH c o W> o °:sr •3 as .© o i ©61 Mj 6 H o cs 6.2 _r©s >® * £S2 •2 2 2 § 6 R^ STATISTICAL TABLES. 707 «D © (N t> C3 COO -t© r-lHKlM t- CM t— C4 CO if © OB .» -3 J^pbg Hb br -t © Sx r r fiflfl o . . tsg © rj £2 O 9 3 jeo lis *-=> i-sHd - . pP rg l^gtsSj ss-^|5s S3 1^8 ^pjggbl bOH^Wo^ r^j ® ^ © § s’ % a !? r-' fcC, ,© o £ • • . r-,' 03 O CfiH-g rP 2 ® X ? Ill £ WOP p — cS § ,§•§ efo P 03 &2 Wb fifip^ ■§a „S ^ Q ~ c g p 15 © oo^ 2 n fi » o h ,§§18. r- <5l5? ^ . © . ^ d *5 03 © ■§ p< L_j'+3 w p Ad ^ d M 03 o3 0) o o OQ pf? b>0 Ha2h5M^ O P © ,t> &W b^ o co c: 00 O C5 ^ OC5t> OO 00 CO 00 00 ) oo oo oo oo oo oo oo oo oo 00 00 00 00 00 CO CO CD o ^ o oo oo oo oo oo oo oo 00 00 oo 00 000(Mt-0 03 IO t> O 00 00 00 00 00 00 © © •-"-I g C3 >> of oTm S flp o ■§.&£ 2-1 ifS 33 111 II >l>ltX, WWW ^ss *g ® g 1 § fif ffi"^ Co’iiaoofi pqpLipqpqpqcqd llg aas- ■43"43^a ‘o‘o 2 |**SS5 03 © P c3 ® © * ® oj §g ; *&£i l§f I* RPo Www wW dwwWW :o M Nw iiM '"111 |SE5 W 030 oo © © 55 u.t > coPp •h a sis rK 'Stg.sro ^ ^^.sn3 's , -13 ® c3 2 «m Sh tw-igt-i es O O^P o m sg^^-s g o'©5© g © © © © £ p § ©Pfl-2" g, fl®oo® fcr - © ® •® Wl K > _ :P ’© © © P3 tC-P go o Co-s O^H P ^ rt 2 2.2 a b0>o © P o-| O o P S ! u • c3 |g » c5*" 9 So? II S 3 3P ’p >> P © bJD P fell >5 bE t> -g © ft ©^ Si j © ^ d 2 O a g; « o.P >P ®,a © p © ^ p-a © s° .2 © o_t- P^S’p © © >— , bJC^P © « © P S - © ggcogg ol M K— s p b-p'ss ^ggg I O Cr® ' ‘ © .d p-h « o d PP^OM cp^p © ?fl.2 § ^©W '~|_r§ CO tc'p^ p AO © © |g g © ® 3 gp ‘S'm'o © ® © t.43 'Cl’S bijn u © 5 © > rt ^ r — « *“! P-Ci Co o P © ■ occoPP wO'g.j.-g- -s g P»2 gOp,.H ‘s ^23^.2 8 © g 'Tg-2 gg.2 pgg w£g g ® "© © -9 Sip "© _ pfl ^3 © ©O ^ ,P G'3'Prp G®P — — gso;il3toE^§g 3 fe s § ri^l! g © 9^ § ©o oP 02^ dpgpo g © > ®‘p J& §1 § o « III! ^lg g (0 G bO© © ® o o' S3 ■§« P'p p © s^ og * From Ileport of the Commissioner of Education for 1879. b This institution does not confer degrees. a 41 of these are practitioners in a special course. c These statistics are for the year 1879. Table XIII. — Statistics of schools of medicine, of dentistry, and of pharmacy for 1880, $c. — Continued. 708 REPORT OF THE COMMISSIONER OF EDUCATION. ’088T ^ueni . -90u9urcaoa aq; ^.b sa^unpeaf) 10 TT CSJ ©5 -H iMOH M© • x-i o a 13 4J5 SO' 00 O o O CO O 03 003H "a © 1 •9009X08 JO SJ9^ -^9X TXT 99JS9P B p9AX909J 9Auq oqM. S}a9pxi}s ^u^sojj; ! _ft a a rPrP © o t-3 1-3 p . p r a S • © ft 3 © - Qr « fi. ft ,jj 'w S £ « bl)ft o p= g.g h 1 > * R a © OfiSMs S_s «r |o« a ^ s p a © C3 -§.2 ”3 ® - §J *•§ 2fe ■ a a a T 3 -§B 4 ds £ .s~.s; £h7 a a ft a *8 ^ 2 cs'f- O ft ®a op- nd w £ i a Ec,' > D © ft h^P3 © © ii' a a •noipBzxtiBSjo jo q^bq; (MM T* lO fr- O *© »0 oh^owo OOOO 00 00 00 OC 00 C'- 00 00 00 « CO lO t> lO lO 03 OO 00 00 00 •J9^q0J0 9^Ba « ii 00 oooo oooo , .2 © ^ -ft ■ • _ • c« P c8 * * Pnoa a a a a 0.0 ooo|.s.a 3 a - © © HH g'a r£ m « -’o, ft rt^r© S'© *© 111333 .S'a'o ©3)a 0.0 © © oT a- .3 © 2 > a © »© ©"> a 'p ac ftp rt 33 oats ’kl rftOJ 02 02 rt a 56 OOOftiP-iP^ P-iOt^ M . a s t> >o !£& S^ll 7s B.s a OMP3P 2^3 IS o |)®5ft §d'3 'SB^'a^ a’ §ls0 §a 2 S.273 S © j| t,r?,3t'>£ 3 as © ‘ 3-a :.S3 3 a'S go ® >S+3 -g a © & s®l Ph o a ® ® .g 2 °Za ^ ° I a a 6 a ft2 «M ft5 o a o a © ts> Pi u nj w ^ ^ p-3 © p^d g< iH,a'©ra 2^ 'ft a^3 R ja w>ft o a© ©3 o h.h 2 ?h 2 t> Or0 ?irSrd>2r3-l .S^Oa^es©^©' S5 &5£g£8 ™ O a © • 13s nOrl 07373 . « « © s fl .© © © a a a a £1 „ © P< O _ © o 12 * II al a, ,_ >i®S . cj H ®-rt _® © g 02 > 'ft^Saa ©■« o 3 W n rtf ■© £ © a.& ts.Z <=* a‘bfa \ ®ti t(jRr R ffl 43 >► 43 pft a^ a 6a°a llfl •l^g* ©^ cj d eS oo ao o © © ® wft'C'd °hSSS ilCOt-OOC5 ) O iC iC O iO OOOCC5 STATISTICAL TABLES. 709 &H ® ££ ££ ®« oo oooo So £S$S 88 88 ggs 3S£§£g * ioner of Education for ] 879. a There were 60 matriculates for the spring term. & These statistics aro for the year 1879. c Also 1 honorary. Table XIII. — Statistics of schools of medicine, of dentistry , and of pharmacy for 1880, §c. — Continued. 710 REPORT OF THE COMMISSIONER OF EDUCATION. •0881 jo juaut e -aouatuuioo aqj ye sajunpua*) •aouatos ao saaj -ja[ ur aaaSop 3 :& a « e a* s.&f Si ® >s® C«J 9 e3 >®-a Po “is s ® © © O'-5 3P -is-g > g 0 rt s 3p p 03 bPP £ iniifii "See o o . P. rQ&ip-l ts-r „ a. Ofl © a a © ll •uotjbziubSjo jo aj'BQ »o oo ir> os oo a> •ja^xuip jo ojea w ^ co oo ioor- oo oo oo . • o <3 >1 g^P «* «3 0 P^Ph a 08 ©.«f .g'.g'H H 3 m"'_, •" « 16^11 I'A OP •©•©ra r^sna > es ^ aa sia j§ PP£ cS Ob-^. 13*4 3 §fl43 cs OS’S ,hmFo P a »T' gill WSJA'A grt ^ cs © 23 J ■a * oH Ml2? > © ;P b : © -®- : >3 feO g?>3 a p w.2 3 a ■£ © §P P'S ©£ © O OS a o ©P ■'ot 02 >=© •a . « B.S a-op Mfl ® © ^ SP C M® a1-' *— 1 ® s 25 's?: is ss* © © a P© ^a® •s? "ol © bJDfl s si*|^ ©3 CS >>©_ O Pi •£ ® ^ c3 .2 3,3 ,a © P- Sa © OP PPPhP cu >>® . ©a3 © ali + a g §' ->o- -1^ M 1 2 a •r* o. a © P a > o 5 ^ asp .SP © p s p a « p ®c o 'S P 'g a 'h ® >j ©Cw ° >30 ©s © © o © ©lJ © o a 'cjcaM ctO a ®§c^S'S:2©| •a © © a o -g O r© .g’O ®p CSO © ^5*^3 a^ floagSgao c2 J^.2 ^*a >s® 2 •3 .2 3 2 ^ ^ w - 2fl o3Pmm "CQ >3 © Jz5 o >» Wg ?eS © e3 JD O .’5 © a © tc ci L_J © beMs "SO 02P 00 C5 o O O O O O STATISTICAL TABLES. 711 © O iO tw PI 111 l£^l o-Sgo33 .'d'dp I* © 8>‘g> «H b^© O o ©S © °d3 ©O,— I n . ci ° O © : £ *©il tt'-' © © S bC O © •So 2.3 ci Ci JfiS-s ^ d« t> O o-Pl f3^o|'S‘S O 2 ©'3 © © hrJ? T3 5fo i5® 5 ®W © 35 a.S >--2 O HO ^ ^ dMD^ O ® ©«H ^ ■goSM . n ©'^©^3'f^'d ©J±!'" © p/© |2 !=) cSS^-W©k5f'-' ®l— I s’Sril'S'g | g iO Ol>COC5 OH to to 000 ‘9 991 ‘81 •epunj QAtjonpord morj etnooup H « o o • ■€£* 3, 000 0 •spuuj OAijonpord jo junomy e O o • <& • 0 400 0 000 ‘OS •gnj'BJBddu pun ‘sSux -ppuq ‘spunoaS jo s $22,500 20, 000 000 ‘001 000 ‘01 000 ‘OS 000 ‘ss 000 ‘08 o • o o o . o o o • o o © • o’ o 3 ; ^ S Amount of — •aoxjxnj .ioj juapnjs qouo oj ogreqo jeuauy OB H $120 100 80 80 75 75 50 50 30 40 135 150 al50 105 75 50 •03J UOIJBnpBJf) H O tO O tO lOlOO © lOlOO oo o o o CO o o o om m o om mm.m oo m mo iO O lO mmomom mmmmmm mmmm mmm ^ 1-1 g 0 0 (o) 0 *120 300 000 ‘8 008 0 0 000 ‘I (a) o o o 30, 000 50 500 (c) 2, 500 0 0 150 2, 000 25 o o f tbe City of ) £ ) c b

»® a { be -E «g 4 to _ © 43 p3 3 o © 32 1 © -3 a 2 S fees ® 3 bCo A3 ©P W> O -> O o ©O §6 03 tjo a .3-2 © co a .2 W § » rt (Sj ©<5-a H © o a;g o M a 3 & he ^ *3 d S3 O O 2 5 ^3 S © o |* I ,^-f |! £.2 2 |-g .2-3 ®r3 ©53£ fcJ3® © > rtP S a fc © A r*» © _, . - S3 ©S ©P A'g a 44 a g olxm 0 A a 3 © g ©A § 3 § 1:3 1 ^ ® OP <1p PP |a o 5 W| bC © 5? a bb a* a o a © Soq.2 .4.fi nu, '*3 o >/g "a o §dA 8 ®H£y =3® fr; .2 3 S'o e^f S^a £§ A _a -4-3 -SZ o d £Lj , . ■g'S =3^^ p®P Pi-44 © ® ° o ^sbo o-g a ©>h a 8-a o 8 ^5A =f A gA © 2.-2PAA £ P§P O o © o © 53 £2 a S *g >> J .Su . _ © 2 -a © ^ 2 ©^ 2 fe at! „a © pH ce— i Ji'a^a o o 00 ? © -Jp e rd _ © 05 £7p » aa 63 4^2 «« a O ci n3a5 P ®oo2 o g-px o^ "IlSlS Q-=i W23 p -r Table XIII. — Statistics of schools of medicine, of dentistry, and of pharmacy for 1880, tfc. — Continued. 716 REPORT OF THE COMMISSIONER OF EDUCATION. Date of next com¬ mencement. M e* April 1. March. February 25. March. March. March. March 2. J une 29. March. March. February 24. March 3. March. March. February. February. Property, income, &e. •690J aaqjo pan uotjinx oiojj JC9A jsuj 9qj ioj feqdt909Xj ?* ** 00 LO o CO O 00 o O O CO 1— 1 o CQ H CO O O dndcofo C5 CQ cv o ^ o o o CQ o o> o o o 05 0 0 O O O CO O CO . lOr f- o ■spanj 9Aij9npoad mojj amoouj « • O ;<&• •spanj 9Aijonpoad jo junomy S £* • o j-ee- 003 ‘X •suynjuddn pan ‘sSax -pxinq ‘spanoaS jo anjnA w» TH 000 ‘Sf$ ro o o cT CO o • • o o o • • o o o . • o o rO • * « ^ . • to CQ • • * • 1 * 65, 000 20, 000 70, 000 0 /10, 000 63, 000 Amount of — •aoijinj aoj yaapnjs qono oj oSanqo junuay QD H $60 65 40, 60 100 85 100 100 200, 150, 50 (d) O iO lO o o o o TM> O O O to •99j aoijnnpnjf) N H o o o o 1-1 CO CO CO ic o o CQ CO CO o o CQ o o o o o o CO CQ CO CO CO rH •99j noipqnoijjupj; & lO iO lO no •ee* mom s uo io m tfs m o a Library. •S5[ooq ai jnaA jooqos jsnj 9qx a[ A!aeiqq jo osnojoaj lO Cl : ° : : •sxojqdamd jo laqurn^r X o o o o o o 1 i o LO • S ' ■ i • •ggranxoA jo .loqamyr w H o o o o o csf t—T o LO CQ o o • • o to • « O rH • • •xna+C oijsuioqos ui sqeeAi jo jaqumfl; H O CONO CQ C3 i . GQ 4^ : IfS . £ © ■ b > !b a i-b tcL . - (h 72 ® p-JEj _!d £*P • a © ,b O r-J ^ © o 'cS "o fl-I „ w _ 3.g >> 'o fct§P^-3 Oj2Qt« «.j§ b3©* ® s'© -So ° ft© § aG, © |f P •© © — © © © <3 fcCi— I c+h lu P’gO'oOO 0+3 o © . . Rnn ... o © ©'3^ b O fecrj«H ©^ o © gS o +J - - O — • t>- © 'o O ® +=> ©^ S^s b-E?r5,ft M b£d fiSQloSp^fl^a g ! I §33^ | § Is-s’S'Sjjalssfc.sp ^Mfqpp W^ftOP 1 13 G) ®lP PA © ®o^ tx-s ° ©i | -h> .Sod • ° © 2 .2^p a a 3 c* t:j I s:- ' cc ^ ^ 03 /- 1 V y .pH pH r— ' ! _ i ^ ^ r &2 ■^^0^55^0 o^S bf2 ©.b ©“ PPP STATISTICAL TABLES. CO - O CQ CQ OOOO rH (M co coca ca ca ca ca Oi I (Ncacaca cacoca ca ca cacacaca £* «-s rt w ' t? tS J 9 ® © ^ © §* § © c3 £ a ©a'*'35 Igg’S-SB^ a£ 5 <0 q O >a-*2 <£> O Si S’gJTSSPl o^o_g-ao a o:. . ” bci>. © ci co • O *’ >» |'3 p c5£ ;=» O £ t» O rt © a bcS © a ftft fln^ =m fed® o n3 i i gag's s © Ph -=a t>> PH'gfcs ^S'sg w>® a bl-H '-f. as =as&g1S jo® o O O 60’S ga-3 § 9" - ® o sa S 5 a.2 Pi S-a ScZ ® o oa^ 5 a 'ala 3,2 °45k2'o^-tj o'"1 .3 13:2 sp QOPO 050 OPhP-iQ fz? a os =3 §,a a J8® t is 2 p.« o . ©£ © O fcfi 1 © ft aj « P «*H O S £'§ a « a Z. bC 3.9 g a ^ ft.© 111 g ® ,9,5 o'a'a 33f3| g-g a 5 a a rq 3 I £ ' lO ot^ooo © be •ss .a a •- .'a ■43 as. a a be**,© !1§oa 5 3 - 5 a 32slr 3 °-*jt>h 'bi «s> s. c3 o a nq s® 2S §| ■a >j .2 © a£ a t 00 O'” *S.S II PS a ,a o a o f-c * a-g eJ*a ft o a 2 Wo g © ©12 a © _ SrC> O bJOO O ©O © r © m q © a^a ■So q £ ^ h « © © C 717 718 REPORT OF THE COMMISSIONER OF EDUCATION. Table XIV. — Part 1.— Summary of examinations for admission to the United States Military Academy for the year 1880.a States and Territories. Alabama . Arkansas . California . . Colorado . Connecticut . Delaware . Florida . Georgia . . Illinois . Indiana . Iowa . Kansas . Kentucky . Louisiana . Maine . i . . Maryland . . Massachusetts . Michigan . Minnesota . Mississippi . . Missouri . . Hebraska . . Hevada . . Hew Hampshire . Hew Jersey . Hew York . . Horth Carolina . Ohio . Oregon . Pennsylvania . . Rhode Island . South Carolina . . Tennessee . Texas . Vermont . Virginia . West Virginia . . Wisconsin . . Arizona . Dakota . . District of Columbia. Idaho . Montana . Hew Mexico . Utah . Washington . Wyoming . . Foreign . . At large . Total . Humber rejected. On what account. Physical disability. For deficiency in — bi .9 1 P3 Writing and or¬ thography. Arithmetic. Geography. Grammar. History. • 1 1 2 2 1 1 1 2 i 1 1 i 2 1 1 2 2 1 i 1 1 i 1 2 1 2 1 1 i i i 1 1 2 2 2 2 i 1 2 2 1 2 2 2 3 1 1 2 1 2 1 2 1 1 2 2 1 2 3 14 21 14 18 10 a A comparison of this summary with that given in the Report of the Commissioner of Education for 1879 will show them to be identical ; the summary is correctly presented for 1880, and was inadvertently reported from West Point as for 1879. STATISTICAL TABLES. 719 Table XIV. — Part 2. — Summary of examinations for admission to the United States Naval Academy for the year 1880. Humber rejected. On what account. States and Territories. m © c3 For deficiency in — 1 © © Fh © £ Humber acceptec 1 Total. Physical disabilii a '£ © P3 Writing and or¬ thography. Arithmetic. Geography. Grammar. History, a 2 2 2 1 1 1 1 1 2 2 2 1 1 1 1 3 2 1 1 1 1 3 1 2 1 1 1 1 2 1 1 1 1 1 1 Kansas ................ _ ......... _ Kon trinity __ _ _ 1 1 . Louisiana .... _ ................... 1 1 Maine . . . ... _ _ 1 1 Maryland _ ................ _ 1 1 1 1 1 1 Massachusetts . . 2 2 Michigan ............................. Minnesota .... _ _ _ .............. Mississippi . . 2 2 Missouri .............................. 6 3 3 1 3 1 1 Holrraska, _ _ _ Nevada . . . . . . 2 1 1 1 Hew Hampshire . . . . Hew Jersey................ . Nfvw Vork _ 6 4 2 2 2 2 1 Korth Carolina ....................... 5 3 2 1 1 1 1 1 Ohio . _ _ _ ...... ......... 7 6 1 1 1 1 Oregon ............................... Pennsyl van in. _ _ _ _ _ _ _ 8 3 5 2 1 3 1 1 RVinrlpi Tslanrl _ _ _ South Carolina _ _ _ _ ........... Tennessee _ _ ....................... 1 1 1 1 Texas . . . . . . 2 2 "V ermont ........................... Virginia . . . . . 2 2 ~W est Virginia _ _ _ "Wisconsin _ _ _ _ 2 1 1 1 1 1 1 Arizona.. _ _ ................. _ ..... Dakota . . . . . District of Columbia _ _ _ ....... _ Idaho _ _ _ _ Montana . 1 1 1 1 1 How Mexico . . . 1 1 Utah . Washington _ _ _ _ Wyoming . Foreign . At larp*o . _ _ _ _ Total _ 67 43 24 4 2 12 19 10 12 a Hot examined in this branch. cl [1 >f s tfin D. 1 1 2 3 5 6 7 8 9 10 11 12 13 14 15 16 17 18 3? 20 21 22 23 24 -25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 REPORT OF THE COMMISSIONER OF EDUCATION. Table XV. — Part 1. — Degrees conferred in 1880 by universities, colleges, scientific ie following are the explanations of abbreviations used in Part 1 of this table: L. B., Bachelor of fence; B. C. E., Bachelor of Civil Engineering; C. E., Civil Engineer; B. Agr., Bachelor of Agri- ng Engineer; D. E., Dynamic Engineer; B. Arch., Bachelor of Architecture ; Ph. B., Bachelor of Bachelor of Divinity; D. D., Doctor of Divinity; M. D., Doctor of Medicine; L. D. S., Doctor of Note. — 0 shows that no degrees were Institutions and locations. 1 Agricultural and Mechanical College, Auburn, Ala. Southern University, Greensboro’, Ala . Howard College, Marion, Ala . University of Alabama, Tuscaloosa, Ala . Cane Hill College, Boonsboro’, Ark . Arkansas Industrial University, Eayetteville, Ark . Judson University, Judsonia, Ark . St. John’s College of Arkansas, Little Eock, Ark. .. College of St. Augustine, Benicia, Cal . University of California, Berkeley, Cal . Pierce Christian College, .College City, Cal . St. Ignatius College, San Erancisco, Cal . Santa Clara College, Santa Clara, Cal . University of the Pacific, Santa Clara, Cal . Pacific Methodist College, Santa Eosa, Cal . Washington College, Washington Corners, Cal . Hesperian College, Woodland, Cal . Vale College, New Haven, Conn . Delaware College, Newark, Del . . . University of Georgia, Athens, Ga . Atlanta University, Atlanta, Ga . . . Mercer University, Macon, Ga . Pio Nono College, Macon, Ga . Emory College, Oxford, Ga . Abingdon College, Abingdon, HI . Hedding College, Abingdon, Ill . Illinois Wesleyan University, Bloomington, HI . St. Viateur’s College, Bourbonnais Grove, Ill . Carthage College,' Carthage, HI . University of Chicago, Chicago, Ill . Eureka College, Eureka, HI . Northwestern University, Evanston, HI . Ewing College, Ewing, 111 . . Knox College, Galesburg, HI . Lombard University, Galesburg, Ill . . Lake Forest University, Lake Forest, HI . McKendree College, Lebanon, HI . Lincoln University, Lincoln, HI . . Monmouth College, Monmouth', Ill . Northwestern College, Naperville, HI . Chaddock College, Quincy, Ill . Shurtleff College, Upper Alton, Ill . Hlinois Industrial University, Urbana, HI . Westfield College, Westfield, HI . . Wheaton College, Wheaton, Ill . Indiana University, Bloomington, Ind . Wabash College, Crawfordsville, Ind . Franklin College, Franklin, Ind . Indiana Asbury University, Greencastle, Ind . Hanover College, Hanover, Ind . Hartsville University, Hartsville, Ind . . All classes. Letters. All degrees. A. B. A. M. - ►4 © © >> © a > i. o a o 1 3 3 4 5 6 7 i 8 52 62 2 1 53 6 o 54 0 0 55 4 1 56 University of Notre Dame, Notre Dame, Ind . 15 1 1 5 57 13 o 7 58 Hidgeville College, Ridgeville, Ind . &3 2 2 59 17 60 3 0 1 61 16 o 7 62' Topper iowa university,' Saybtt^’AoWar _ v.v.v.v.-.-.v.v.v.v.v 63 Iowa College, Grinneli, Iowa . ""l2 2 ’8’’ T 64 Simpson Centenary College, Indianola, Iowa. ....... _ ...... 30 2 3 65 State University of Iowa, Iowa City, Iowa _ _ _ _ 183 0 !;;; 19 .... 66 Iowa Wesleyan University, Mt. Pleasant, Iowa . . . 23 3 3 4 67 Cornell College, Mt. Vernon, Iowa . 15 2 2 .... 6 "2 68 Oskaloosa College, Oskaloosa, Iowa _ ........... _ ..... _ 8 el 69 Penn College, Oskaloosa* Iowa . . . ... _ _ 4 3 70 Central University of Iowa, Pella, Iowa . 2 3 1 1 1 71 Tabor College, Tabor, Iowa . 4 2 1 72 73 St. Benedict’s College, Atchison, Nftns . . . Baker University, Baldwin City, Nans _ _ 2 1 3 h2 1 1 74 Uni versity of Na nsas Lawrence Nans _ _ _ 21 5 2 75 1 Lane University, Uecompton, Nans . . . 1 "rqr Nansas State Agricultural College, Manhattan, Nans _ _ 7 77 Eminence College, Eminence, Ny . 13 5 .... 78 Nentucky Military Institute, Earmville, Ny . 12 "Y 8 .... 79 Georgetown College, Georgetown, Ny . . . 1 o 1 80 Agricultural and Mechanical College of Nentucky, Lexing¬ 4 ton, Ny. 81 Nentucky University Lexington Ny _ __ _ _ 9 1 82 Nentucky Wesleyan College Millershnrg, Ny _ _ _ _ o 3 83 Central University, "Richmond Ny _ _ _ _ _ 31 o 5 84 St. Mary’s College, St. Mary’s, Ny . 8 hi 1 u 8o Centenary Coll eve of Louisiana, Jackson, Ln, _ _ o 1 86 Straight University, New Orleans, La . . 9 87 Jefferson College (St. Mary’s), St. James Parish, La . 3 3 Bowdoin College, Brunswick, Me . . 31 4 23 2 89 Bates College. Lewiston Me ...... . 24 20 80 Maine State College of Agriculture and the Mechanic Arts, 15 Orono, Me. 91 Colby University, Waterville, Me . . 19 3 19 2 ~~ - 92~ “St. John’s College, Annapolis, Md . . 8 1 6 .... 2 .... 93 United States Naval Academy, Annapolis, Md ........ _ 0 0 94 Johns Hopkins Universitv, Baltimore, Md . . . 21 0 18 95 Loyola College, Baltimore, Md . . . ...... _ _ 0 o 96 Washington College, near Chestertown, Md . 4 4 97 Maryland Agricultural College. College Station, Md _ 3 1 98 Frederick College, Frederick, Md . . . 0 o 99 Western Maryland College, Westminster, Md . 12 1 ... 10 2 100 101 Amherst College, Amherst, Mass . . . Massachusetts Agricultural College, Amherst, Mass . 76 7 12 64 11 7 102 Boston College, Boston, Mass . . . 19 0 16 .... 3 .... 103 Boston University, Boston, Mass . 120 0 _ 17 . . . . 3 .... 104 Massachusetts Institute of Technology Boston Mass 8 o 105 Harvard University, Cambridge, Mass . 264 7 169 14 106 Tufts College, College Hill, Mass . 34 0 - - - 17 1 . . . . 3 3 107 Williams College, Williamstown, Mass. . . . 46 12 35 11 4 108 College of the Holy Cross, Worcester, Mass . 27 26 1 1 a Includes 1 honorary M. D. e “ Normal graduate.” 6 Degrees not specified. /“Mistress of science.” c “Bachelor of veterinary medicine.” g “Bible graduate.” d “Pharmaceutical chemist.” STATISTICAL TABLES. 723 1880 ly universities , colleges, tfc. — Continued. conferred ; _ indicates none returned. Science. Philosophy. Art. Theol¬ ogy. Medicine. Law. Sc. B. Sc. M. 1 In course, B. C. E. & C. E. 1 In course, B. Agr. I In course, B. M. E. & M. E. I In course, B. Arch. | In course, C. & M. E. j In course, D. E. Ph. B. Ph. D. 1 In course, Mus. B. Honorary, Mus. Doc. | In course, D. B. Honorary, D. D. | In course, M. D. | In course, D. D. S. In course, Ph. G. 1 In course, LL. B. | Honorary, LL. D. I In courge. | Honorary. | In course. Honorary. | In course. | Honorary. 1 In course. 1 Honorary. 9 I© 11 13 13 14 15 16 17 IS 19 20 21 22 23 24 25 2© 27 28 29 30 31 1 &62 52 6 53 54 3 55 3 2 1 3 1 56 5 1 57 58 15 c2 59 2 60 0 61 .... 1 62 1 *2 63 G 5 14 64 3 3 20 27 111 65 4 10 1 2 d2 66 2 3 2 67 f2 2 03 68 1 69 2 70 1 71 . 72 1 1 73 5 1 8 74 1 75 7 76 1 7 '77 2 1 1 78 79 4 80 i8 81 4 82 2 24 83 84 1 “85 - 9 86 87 8 1 1 88 4 89 12 3 90 1 91 1 /' 92 .... 93 5 94 95 96 1 ii .... 97 98 1 99 1 1 4 ioo . 7 101 102 7 2 fcl2 IS m3G 34 103 8 104 2 5 5 45 n5 19 4 105 4 2 8 106 2 4 2 107 108 h .“Master of accounts.” I Includes 1 “graduate in theology.” t Graduates from the College of the Bible. m Includes 1 C. B. (bachelor of surgery). 3 “Graduate in agriculture.” n “Doctor of dental medicine.” k “Graduate in oratory.” 724 REPORT OF THE COMMISSIONER OF EDUCATION. Table XV. — Part 1. — Degrees conferred in Hote. — 0 shows that no degrees were Institutions and locations. All classes. Letters. All degrees. In course, L. B. A. B. A. M. In course. Honorary. In course. Honorary. In course. Honorary. 1 2 3 4 5 45 7 S 109 16 cester. Mass. 7 3 111 University of Michigan, Ann Arbor, Mich . 415 3 3 32 ... . 8 1 112 6 0 1 1. 113 Hillsdale College, Hillsdale, Mich. . . 35 9 6 .... 8 5 114 Hope College, Holland, Mich . 13 0 .... 9 .... 4 .... 115 9 0 5 116 6 0 117 Olivet College, Olivet, Mich . <£6 0 —118 St'Johms College, Collegeville, Minn _ _ _ _ ........... _ 29 e22 119 Augsburg Seminary, Minneapolis, Minn . . . 8 5 120 University of Minnesota, Minneapolis, Minn . 18 0 4 4 Til .... 121 Carleton College, Horthfield, Minn . 8 0 i2 3 3 .... 122~ 123 Mississippi College, Clinton, Miss . . . Shaw Hniversity, Holly Springs, Miss . . . . 5 0 0 1 3 124 Hniversity of Mississippi," Oxford, Miss . 25 2 5 1 — 125 Christian Hniversity Canton Mo _ _ jQ 1 126 St. Vincent’s College Cape Girardeau Mo _ _ _ 2 127 Hniversity of the State of Missouri, Columbia, Mo _ 69 £14 12 3 128 Central CoHecre Fayette Mr» .. _ 8 4 129 T.a, O-rancre Oollecre La, Grancrp Mn _ _ _ d3 130 William Jewell College, Liberty, Mo _ _ _ _ 9 2 2 131 St. Joseph College St Joseph Mo 3 e3 132 Si. Louis Hniversity, St. Louis, Mo . 13 1 8 3 133 Washington University St. Louis Mo 28 0 3 134 Drury College, Sprrnvfi'eld, Mo _ _ _ _ 11 7 135 Stewartsville Collep’e, Stewartsville, Mo _ _ 4 0 ei 136 Central Wesleyan College, Warrenton, Mo . o5 1 2 i 138 Doane College, Crete, Hebr . . . H niversity of H ehraslc a,, Lincoln, H ebr _ _ .. 4 8 i 2 4 139 Dartmouth College, Hanover, H. H . . . 105 16 49 10 7 140 Hew Hampshire College of Agriculture and the Mechanic 1 0 Arts, Hanover, H. H. 141 Stevens Institute of Teelrnnlnay TToholrpn H J 16 1 142 Rutgers College, Hew Brunswick, H. J . . 58 29 14 143 College of Hew Jersey, Princeton, H. J . 136 9 74 51 ’i 144 Seton Hall College, South Orange H J 8 8 - 145 “Str Stephen’s College, Annandale, H. Y . 9 0 8 1 146 W ells College, Aurora, H. Y . . . . . . . cZ3 147 Canisius College, Buffalo, H. Y . dl5 148 St. Lawrence Hniversity, Canton, H. Y . 22 2 5 .... 3 l 149 Hamilton College, Clinton, H. Y . 65 7 . . . . r30 .... 11 i 150 Elmira Eemale College, Elmira, H. Y . . 12 0 6 151 Hobart College, Geneva, H. Y . 14 6 7 .... 5 si’ 152 Madison University, Hamilton, H. Y . 36 5 11 .... 11 ' 2 153 Cornell Hniversity, Ithaca, H. Y _ _ ...... _ _ ...... 78 o 5 12 154 College of St. Francis Xavier, Hew York, H. Y . 46 34 12' .... 155 College of the City of Hew York Hew York H_ Y 50 5 25 156 Columbia College, Hew York, H. Y . £417 2 58 25 157 Cooper Union Free Hight Schools of Science and Art Hew w2 York, H. Y. 158 Manhattan College, Hew York, H. Y . 33 1 12 21 159 Rutgers Female College, Hew York, H. Y . 5 2 .... 3 .... 2 160 Y assar Co11©g^6, Pou^Tikccpsio, If. Y 46 46 161 University of Rochester, Rochester, H. Y . 41 6 25 .... 12 2 a 2 are “master of philosophy.” h Conferred on examination. b “Pharmaceutical chemist.” i 1 is “master of literature.” c “Master of philosophy.” d Degrees not specified. e “Master of accounts.” / 1ST umber ordained during the year. g dumber of graduates in theology. j 4 degrees not specified. k Includes 3 commercial diplomas. £ 6 are “bachelor of pedagogics” and 8 are “prin¬ cipal of pedagogics.” STATISTICAL TABLES. 725 18S0 by universities, colleges, $c. — Continued, conferred ; _ indicates none returned. Science. Philosophy. Art. Theol¬ ogy- Medicine. Law. Sc. B. Sc. M. In course, B. C. E. & C. E. In course, B. Agr. In course, B. M. E. & M. E. In course, B. Arch. In course, C. & M. E, In course, D. E. Ph. B. Ph. D. G © £ o © £ Honorary, Mus. Doc. In course, D. B. Honorary, D. D. In course, M. D. ^3 ft fi © OQ £-1 i | In course, Ph. G-. | In course, LL. B. Honorary, LL. D. © KQ P O © G M 9 >> g § o io © £ s c o a 11 Honorary. | In course. b £ O G o H | In course. | Honorary. 12 13 14 15 16 ir IS 19 20 21 22 23 24 25 26 27 28 29 30 31 16 2 2 2 16 — 4 .... 3 .... ad 1 111 34 624 175 1 5 2 1 9 9 cl 2 1 4 6 ::: ... n gd ... [.... 9 2 - - 1 2 19 1 1 i6 .... rnQ .... 2 3 4 9 13 95 2 1 n2 23 4 ... 2 1 d\ 1 1 3 .... 1 4 2 26 3 pl6 1 — — — 3 7 12 q2 .... 1 1 2 3 3 5 95 1 3 2 24 1 2 2 2 2 4 .... 1 gl2 40 7 3 4 3 25 9 «14 10 .... 9 .... 1 117 vl75 1 1 1 1 4 1 2 109 no- rn 112 113 114 115 116 117 119 120 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 144 335" 146 147 148 149 150 151 152 153 154 155 156 157 158 159 160 161 m 3 are “topographical engineer. n “Engineer of mines.” r Includes 2 ex gratia degrees, s Includes 1 ad eundem degree. o Includes 3 conferred on completion of normal t Conferred on examination. course. u “ Engineer of mines.” p “ Mechanical engineer.” v 18 are LL. B. cum laude. q 1 is “ doctor of science.” w Received the Cooper medal and diploma. 72 162 163 164 165 166 '167 168 169 170 171 172 173 174 xio 176 177 178 179 180 181 182 183 184 185 186 187 188 189 190 191 192 193 194 195 196 197 198 199 200 201 202 203 204 205 206 207 208 209 210 211 212 213 214 215 216 217 218 219 220 REPORT OF THE COMMISSIONER OF Table XV.— Part 1 .—Deg: Note. — 0 shows ths Institutions and locations. All classes. All degrees. Union University, Schenectady, N. Y . Seminary of Onr Lady of Angels, Suspension Bridge, N. Y - Syracuse University, Syracuse, N. Y . Itensselaer Polytechnic Institute, Troy, N. Y . United States Military Academy, "West Point, N. Y . University of North Carolina, Chapel Hill, N. C . Biddle University, Charlotte, N. C . Davidson College, Davidson College, N. C . Rutherford College, Happy Horned N. C . North Carolina College, Mount Pleasant, N. C . Shaw University, Raleigh, N. C . . . Trinity College, "Trinity College, N. C . YaVe Forest College, Wake Forest College, N. C . BucnterCoiiege,Akfon, Ohio . Ohio University, Athens, Ohio . . . . . Baldwin University, Berea, Ohio . German Wallace College, Berea, Ohio . St. Xavier College, Cincinnati, Ohio . Capital University, Columbus, Ohio . . Ohio State University, Columbus, Ohio . Ohio Wesleyan University, Delaware, Ohio . Kenyon College, Gambier, Ohio . . . Denison University, Granville, Ohio . . Hiram College, Hiram, Ohio . Western Reserve College, Hudson, Ohio . - . . . Ohio Central College, Iberia, Ohio . Marietta College, Marietta, Ohio . Franklin College, New Athens, Ohio . Muskingum College, New Concord, Ohio . . Scio College, Scio,"Ohio . Wittenberg College, Springfield, Ohio . Heidelberg College, Tiffin, Ohio . Urbana University, Urbana, Ohio . Otterbein University, Westerville, Ohio . University of Wooster, Wooster, Ohio . Antioch College, Yellow Springs, Ohio . . Corvallis College, Corvallis, Oreg . University of Oregon, Eugene City, Oreg . Pacific University and Tualatin Academy, Forest Grove, Oreg . Blue Mountain University, La Grande, Oreg . Philomath College, Philomath, Oreg . Willamette University, Salem, Oreg . Muhlenberg College, Allentown, Pa . — Lebanon Yalley College, Annville, Pa . St. Vincent’s College, Beatty, Pa . Dickinson College, Carlisle, Pa . . . Pennsylvania Military Academy. Chester, Pa . Lafayette College, Easton, Pa . . .' . Ursinus College, Freeland, Pa . Pennsylvania College, Gettysburg, Pa . . Thiel College, Greenville, Pa . . Haverford College, Haverford College, Pa . Franklin and Marshall College, Lancaster, Pa . University at Lewisburg, Lewisburg, Pa . Lincoln University, Lincoln University, Pa . St. Francis College, Loretto, Pa . Allegheny College, Meadville, Pa . Mercersburg College, Mercersburg, Pa . . Westminster College, New Wilmington, Pa . a 4 are “master of philosophy.” d “Mechanical engin b Number of graduates in theology. e “Master of philosoj c Degrees not specified. /12 3$ STATISTICAL TABLES. 727 1830 by universities , colleges, tfc. — Continued. conferred ; _ indicates none returned. Science. Philosophy. Art. Theol¬ ogy- Medicine. Larv. Sc. B. Sc. M. P Ph.B. Ph. H. | In course. cS Eh = a o W > £ PH o ri o w | In course, Mus. B. | Honorary, Mus. Doc. | In course, D. B. Honorary, D. D. | In course, M. D. j In course, D. D. S. | In course, Ph. G-. | In course, LL. B. p p p h U © rt o H 9 10 11 12 13 14 15 16 37 IS 19 20 21 22 23 24 25 26 27 28 29 30 31 7 47 162 163 4 1 2 3 a7 3 6 1 164 18 165 166 1 1 1 4 9 ~ir 167 62 168 169 i 170 171 c4 ... 65 172 1 173 174 e 1 175 2 176 11 177 178 179 180 1 1 dl 181 3 i 182 1 3 1 i 183 1 i 184 2 2 185 2 2 29 186 2 187 1 188 2 189 7 2 190 8 5 3 191 6 192 12 7 1 193 1 194 3 1 195 3 1 6 ?2 2 2 39 i 196 197 5 198 19 199 200 201 202 8 13 203 204 205 gU 206 1 i 207 12 1 208 5 5 4 h2 3 2 2 2 3 209 1 210 2 1 211 212 4 1 213 1 1 214 2 2i5 216 1 1 217 218 219 4 ..J " 3 220 / “Master of accounts.” i Honorary degree of “ doctor of letters.” 0 Ordained priests during tlie year. j 1 1 Master of accounts.” h “Analytical eliemist.” 728 REPORT OF THE COMMISSIONER OF EDUCATION. Table XY. — Part 1. — Degrees conferred in Note. — 0 shows that no degrees were Institutions and locations. All classes. All degrees. Letters. A. B. A. M. Honorary. In course, L. B. In course. Honorary. j In course. & u 0 0 H 8 3 4 5 6 0 24 9 0 .... 3 4 o 2 o 1 o 9 2 .**! 4 .... 2 2 4 21 2 53 24 2 0 6 4 .... 1 8 2 1 7 4 12 5 7 3 3 2 3 2 2 2 .... 2 1 2 9 1 2 2 2 1 .... 3 5 1 /i 2 1 9 0 4 6 1 7 4 2 0 2 2 0 .... | 6 1 /7 5 1 .... 2 .... 1 3 6 2 15 .... 5 2 1 0 2 11 2 0 5 6 .... 1 .... 1 1 7 0 "2* 5 .... o 2 3 c o4 3 3 .... .... 1 2 15 221 222 223 224 225 226 227 228 229 23*0 231 232 233 234 235 236 237 238 .239 240 241 242 243 244 245 246 247 248 249 250 251 252 253 254 255i 256 257 258 259 ~260_ 261 262 263 264 265 266 267 .268 269 270 271 272 273 274 275 La Salle College, Philadelphia, Pa . University of Pennsylvania, Philadelphia, Pa . W estern University of Pennsylvania, Pittsburgh, Pa . Lehigh. University, South Bethlehem, Pa . Pennsylvania State College, State College, Pa . Swarthmore College, Swarthmore, Pa . . . Augustinian College of Villanova, Villanova, Pa . Washington and Jefferson College, Washington, Pa . Brown University, Providence, R. I . College of Charleston, Charleston, S. C . . Erskine College, Due West, S. C . Funnan University, Greenville, S. C . Newberry College, Newberry, S. C . Wofford College, Spartanburg, S. C . Adger College, Walhalla, S. C . East Tennessee Wesleyan University, Athens, Tenn . King College, Bristol, Tenn . . Southwestern Presbyterian University, Clarksville, Tenn Hiwassee College, Hiwassee College, tenn . Southwestern Baptist University, Jackson, Tenn . University of Tennessee, Knoxville, Tenn . Cumberland University’, Lebanon, Tenn . Bethel College, McKenzie, Tenn . . . Maryville College, Maryville, Tenn . Christian Brothers’ College, Memphis, Tenn . Mosheim Institute, Mosheim, Tenn . Carson College, Mossy Creek, Tenn . Central Tennessee College, Nashville, Tenn . Eisk University, Nashville, Tenn . . University of Nashville, Nashville, Tenn . Vanderbilt University, Nashville, Tenn . . . University of the South, Sewanee, Tenn . Burritt College, Spencer, Tenn . . . Greeneville and Tusculum College, Tusculum, Tenn . Agricultural and Mechanical College of Texas, College Sta¬ tion, Tex. Southwestern University, Georgetown, Tex . Henderson College, Henderson, Tex . Baylor University, Independence, Tex . Austin College, Sherman, Tex . JCrinity University, Tehuacana, Tex . University of Vermont and State Agricultural College, Bur¬ lington,' Vt. 'Randolph Macon College, Ashland, Va . V irginia Agricultural and Mechanical C ollege, Blacksburg, V a . Emory and Henry College, Emory, Va . Virginia Military Institute, Lexington, Va . Washington and Lee University, Lexington, Va . Richmond College, Richmond, Va . Roanoke College, Salem, Va . University of Virginia, University of Virginia, Va . Bethany College, Bethany, W. Va . West Virginia C ollege, Elemington, W. Va . West Virginia University, Morgantown, W. Va . Shepherd College, Shepherdstown, W. Va . Lawrence University, Appleton, Wis ... - . Beloit College, Beloit, Wis . 0 250 9 11 6 14 dl2 21 82 10 8 2 11 12 5 11 3 4 14 0 63 39 2 5 0 5 9 13 6 57 128 2 2 2 2 7 13 23 18 7 7 34 ml7 0 11 n22 24 15 a “Analytical chemist.” b 2 are “mechanical engineer.” c “Bachelor of scientific agriculture.’ d Includes 3 commercial diplomas. e Honorary degree. / “Mistress of English literature.” g Includes 1 honorary M. D. h Graduates in biblical department. STATISTICAL TABLES. 729 1880 by universities , colleges, fyc. — Continued, conferred ; _ indicates none returned. Science. Philosophy. Art. Theol¬ ogy- Medicine. Law. Sc. B. Sc. M. b <8 b © 03 f- o © A In course, B. Agr. In course, B. M. E. & M. E. In course, B. Arch. In course, C. & M. E. | In course, D. E. Ph. B. Ph. D. j In course, Mus. B. Honorary, Mus. Doc. In course, D. B. | Honorary, D. D. In course, M. D. In course, D. D. S. In course, Ph. G-. o CD © © H P P P £ h O fl O w In course. Honorary. In course. Honorary. In course. Honorary. | In course. | Honorary. 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 16 16 116 20 .... 49 .... 1 2 1 a2 cl 65 4 4 3 1 3 i 5 1 1 8 el 2 i i 5 1 2 N 50 13 1 1 7 1 27 1 1 1 3 2 1 8 051 92 4 1 3 A9 5 10 ;;; 2 1 5 3 1 3 2 3 2 53 1 ...... i7 fij 1 3 10 7 12 1 1 10 17 'it:: i 5 “E 9 1 1 1 :::::::: 1 221 222 223 224 225 226 227 228 229 230 231 232 233 234 235 236' 237 238 239 240 241 242 243 244 245 246 247 248 249 250 251 252 253 254 255 256 257 258 259 260 2M 262 263 264 205 266 267 265 269 270 271 272 273 274 275 i 3 are “graduate in agriculture” and 4 “graduate in agriculture and mechanics.” j Includes one “bachelor of science and literature.” k Theseare “graduate Virginia Military Institute.” 1 1 is “D. C. L.” m Degrees not specified. n 18 are normal graduates. o “Master of English literature.’ 730 REPORT W THE COMMISSIONER OF EDUCATION. Table XV. — Part 1. — Degrees conferred in Rote. — 0 shows that no degrees were Institutions and locations. All classes. Letters. All degrees. In course,’ L. B. A. B. A.M. In course. [ Honorary. © m © © (A u a (-< o PI o In course. Honorary. t a 3 4 5 6 7 S 276 University of Wisconsin, Madison, W is ....................... 75 14 14 a3 277 Milton College, Milton, Wis _ _ _ _ _ _ 9 278 Racine College, Racine, Wis . . ^ . . . 8 2 .... 6 1 2 279 Ripon College, Ripon, Wis . 8 0 .... 3 .... 4 .... '280 Georgetown University, Georgetown, D. C . . . . 10 3 10 1 281 Columbian University, Washington, D. C . 11 1 2 1 282 Gonzaga College, Washington, D. C . . . . . . . . 0 0 288 Howard University, Washington, D. C . . <7,28 1 284 Rational Deaf-Mute College, Washington,' D. C . 4 2 3 1 285 University of Washington Territory, Seattle, Wash. Ter . 2 a Conferred on examination. 6 1 is “bachelor of mechanical engineering” and 1 “bachelor of mining and metall m r i STATISTICAL TABLES. 731 1880 by universities, colleges, $c. — Continued, conferred ; .... indicates none returned. Science. Philosophy. Art. Theol¬ ogy- Medicine. Law. Sc. B. Sc. M. d M d p © co fH P O © 13 bJC P ©* co P o © p 14 p •8 p Jsj p © o © p 15 rP p © 3 O © p 16 P d 4 < h4 sP H A Ph HP pp d m B a 03 Pi w < < PQ pp S S !N N PP 1 2 3 4 5 © 7 8 9 10 11 13 13 1 TJnion Female College, Eufaula, Ala — Huntsville Female College, Huntsville, Ala. Judson Female Institute, Marion, Ala .. Marion Female Seminary, Marion, Ala . . Alabama Central Female College, Tus¬ caloosa, Ala. Alabama Conference Female College, Tuskegee, Ala. Wesleyan Female College, Wilmington, Del. C olumbus Fern ale C ollege, C olumbus, Ga. Andrew Female College, Cuthbert, Ga. 0 0 2 7 2 5 3 11 11 4 12 12 5 AL0 6 612 tt5 2 7 2 1 1 8 9 9 9 cl2 10 5 5 11 Monroe Female College, Forsyth, Ga . . . Georgia Baptist Seminary for Young Ladies, Gainesville, Ga. Southern Female College, La Grange, Ga. Wesleyan Female College, Macon, Ga. . . College Temple, Newnan, Ga . 10 10 12 6 5 ,.... 1 13 ^ I*! rfib c -j C B 02 s S a S W c -B Ah | ■a a e 3|3 H .- .a 55 r* pi ■S.J H-g ■-.q oO -2-2 - o Zfi* So 4* •er[BXnap -put puu souupg •Strrpuiq puu ‘spoipouad ‘sqoog; H •saojnos xi^ uio.ij H 9uiooui ^xraQ^ IBX°X H •punj jnoa o •Buuad jo junouiy H •ivq£ Ait?jqn jmq goijnp ponsst saratip^ mbo£ 4l.re.iqix jsex Stmnp pappu satcmxo^ •S3um|OA jo joqtunjq; •bsbo •uotxduosqns .io eaijj •papnnoj uaq^ O O o o io o OCOlO a" ^ o o o o ^ CO »d . rCf^ £h .H J?rd .®.°° o O P Q O O O jO UJ Zj uZ LZl P 020 p-t^o o aa <1 SSPh © ©£ pH 05 o OQ OO O O OHOOO CO 00 OO L- t— 00 00 00 00 CO oo co pH MV f*» fH 5 % .g« |p Of3 Pi _ © o P S3' W 3 3 fe! 02 •= ' -a -3 a Ah &33 t.23 £ "3 ° „ . p . §3 o go w * <1 > a p® 3 b © 'G § | © b © 43 if I * *JW§ Mm|^ ■o J af -£ © bc3 3 © 3^ 5 ©*£ co 9r O _r»d r3 o cc © s r rt ts gt.a J3 §5 g o OOPI006 : s >5 • • ; © 1 : : . rP 4-J >j : &o 3 c8 ^ oa tc ll 33s Br- O * §0 S-g ^2 ^ 3 © d’d |ll M © o Mta o o i|o „ l*o ^•3 S © b 5 •*-« fO. rr-< r3P5 ; .3 be g =s : S)3 ^ • oo JS3 p • ©o^H F* iOOC-t^OO oo Tt0^i<00 O 00 mwooior)i o co as •8 Mt8 lO lO CO LOOOC5COIOIO o r- o O O 10 to o o o to to o CO t> <3 15 jj i P5 «« M : : 1 ©^ ^5 03 P3 •8 *b ^ i : : : M .jo : i i ! : ® M : j&A ixa < ice o o ; 020 • , © © • Oce «5 M § rl ^ H oj ice HH : : : <^\k ^te . © ■ ce ce£I £ £ 0 0 0 02 coco M © 0 ft ceM to to CD t>COt> 00 00 00 Nl' !◄' Mr ^ a o j SmS O ’ a §S^ ®13 'P s a: © 0 ® e3 g S-2 JO o..S e3 >j bJ3® © O fr^3 O fl <3 . • * MW g 2^©^s° -5 g. • g-3 £ |S • .« III !«S .gM © l"i Ph M M . © jg5© a o te 2 © a t-aCb 0 O jQ 5® ce ^ ^5 3 ir ,2 cj a A Wi-sO H • OU a*§ o J ©O fl ^ ® o ja'5©^'pHao ©.ScS^oSo 500 MAM Wa£ X* £© gs 2 £ ® O © o££!z; Hi . fcH o .race ®8> -n © 23 £ a h © «« o ■ o >> © S-c , l?S| ^o8 •25 1 a£!zi 50 2' A Mf SgJ — 're'cjM -g ® e +s ■g 2 _. gg© -*-‘c5Ac®^ -m ©-cjM cean^MOce'g -M®5 'S'Sj'S'S'Sjo t?tr% t-'t-tm t-0 bl § g g g.g g 2 beg^ gt ^ ^^gxsasai.gxafl^^cs <1 >5 Ph c8 u H a§ ^ a H ! © 8-j ;o a ^ a 53 c.a ^S,2 © „ ei cj . S.o'© oM ®° e3 ■s-g^ is © § § !•§■§ soil's 2^”1‘soa|Zi ° a 0'S ©[rt5® . Ka bbb« 0 h • h-3 ^ ^ a i ^ SssacicSCOs 3 332 O CQ • • CO . .s^a* Irf |8« 5^w Mai to .g^g >>lg-j S'© ill MMM © C3 a i¥ i«g -5 r?-~ a P-t tfg* V g fl K g-S Hlfl © ©I . © ^.2 CO © . ft w 3 © * ©£ O £co ££ ® i ©■- 6 ft . © ft £ K® ©g >hH © S 3g ^ +3 ^ P ^ ■^aj o § w W : :« p? : ■ t*f ;m © © »■ « l> e8; W HHWfi 53<1o S f 3 ! fcJD L a § £ ^•2 r3 2 2+“ o «HI g«M 05 ® g°< 2 © 2 g. ^ ft-2-o ^ h? ; t>. fH c* rl > © • O ■ eS . O . © ►s© :;® IS a.2® i 1 :;§S •Ml : © ^■*■5 a © 2 -£3 >20 hJ >! >.- h* f-i ; c3 c3 .: o © 5 if* . bKH a ®-S ©.2 a-2-a M >i©r© ©M © H I ^ o 35 o^. cS (D ce S-r1 © © f* 2, u ® s 5 hi hi H ai • © e3 .O =11 § rt’s © © a 2-1 'c rO'^S txAijS •a » © rj 05 o5 ©«g . ©£'g!l.E ^ © Cu ® o ° CS o I | r?&! e? •2 2 © 2 § ©2 2 2 2 ns ^5 °®,0 -g ^5 h= *3 h= O a cs [3 >2 .2 f-> M cd acis ©^ o O o to * O 05 CO STATISTICAL TABLES. 743 Table XVIII. — Statistics of institutions for the deaf and dumb for 1880; from replies to inquiries by the United States Bureau of Education. 744 REPORT OF THE COMMISSIONER OF EDUCATION. .a a rS ® Sjsj S £ © a89[Bm9^[ « t- O C5 > rH © U- ^ CQ rH 00 ZD iO CM i«C5 O •sox^K O 00©rj< CO U- 'H* t-CO O r-iCO W O rH r— i CO LO W>x I QB 00 k! a-g g H ® •£ r 0* ci « £p‘ 1-4 42 ft "2 § © ftp P^ S&§ :.g ! © ' ft g a ^ oo *4 +3 0 00 3 dft JWP §3 p4 Sp'p 6^ © a 'w? O rt o p © © © "p P P maom ■ ? : ;p ! £ © o © -£ PP P PoGpM © © -t- +a p P P £ >0 £'Eo OPQ ft S © ccH •noT^cpunoj jo xeaj£ w 00 O t* O O 00 00 00 00 00 00 00 O0 00 CO CO -M U- CO 00 CO c- o o t- 00 00 ;^o :o ^ : So Hd-| 'gw# O ^ o Ph O , -P P o : af : • e8 :ft ® 3~ g pSft p ® p p >.®“ Mg3 03 '2 1> " fto P O & gw ©| ®CC WJO 33 p 2 ® ".©'-g | ■© ©" p^ 11 i2?pft p 30Qb p P H §2 DO p p PP aaa. - © © Poo sgg O P P PPP r3 to ?c|1 ft g © PhP Sri Q <2 % "2 *M , 33 „ p a 00 S ®t2 M g" P is 11 <5 <1c :p p^ 2 ®!h2 P ” rP H ©P ®P © 0,0^ 2 ^ COjO O rj ^ CO § § p © 33 ft .2 - i © ce P :P S ® p p P.2 p ts P © « P ftp §P fi2 ft .© P p P.2 a © © ft P © p a o.2 •ja-e ®o p © p I3 o ■2f?lI'P§ H ^3 o-2.g a |M P PC ©.Oft Ill'S '"®aS|g P p-2 p 2 .2 3 III OD H S o o c O -rH ^3 • ^=0 g-j • e3 ci !W ft p; O dp 3 '® -3 p'S 3 © o ei Mft 0^1 | M ■© PPm 11 'Pc? p^ P«2 pM ^ ^ i i? 2^ rl (M CO rf W CO l> 00 < STATISTICAL TABLES. 745 5 §8 1 83 rH 39 24 57 § s? 1 888 22 191 00 8 5g 3 e1 “1 cn 41 § 8 1 26 229 8 7 211 7 S ID 8 s S| S3 ”8 2 1 20 1 rH I> 10 uO i!4 i .3 £3 | a 1 . in * § ir 1 s I II III II III I I I III II mi II I | | § S3 ass 888 s Table XVIII.— Statistics of institutions for the deaf and dumb for 1880, $-c. — Continued. 746 REPORT OF THE COMMISSIONER OF EDUCATION. a fcJD © s | a ^ g.2 3 ® += © .a 2 >» © £ •saxxjaia^ •eatBH 05 QO CO O CO * 6 d o u u O ^ S © m j ^ ^ 2 O4 ■S © -pT-pT — © © § rrt s CQ GO a 2 ~ 3 £ 6 f* 3g5S“ fl -.5 1=1 O 1-3 * *, ©£^I ca r© £ g II fl ° fc> w tji m w o ■ g g o o • 2 o o go g-'-g g ■uoi^Bpiinoj jo JB9_i oo oo oo oo oo oo oo ; ; ^ ; ; ; : •£ i i i • 1 t t ( i iJooj : : 4 • d ^ « i HaJ& - x © =t fcc ca § 3i.2.9^ M ,§ p ©.st; s2 44S Ti a s .s s'a . . a . © . . •H dfl g o «-2 © ©■§ S i3 a3 bio^ 'eg -g eg '© 'g .2 fl dO © o ®p S^l^lS a g|.l^2 © ri O-ffi ® s3gn^ « ^ a;S3«” 0 a. 2 o -P d C« Q 3H,a btH _ 3 a 1* ©.a ,5 2 §;r;-a ® H q tw ^ += 2 5 a’So® ©s m, t> ^ ^ Table XVIII. — Statistics of institutions for the deaf and dumb for 1880, fc. — Continued. Note. — x indicates an affirmative answer and also the branches taught. STATISTICAL TABLES. 747 Property, income, &c. •jnaA oqg joj omjipaadxa; 05 S* 0 co h< o a oHrt • tH HO O O O • O WO • c4* r-T 4, 000 3, 003 482 500 800 i Aio^siq xB-in;cu jo umosnui e u6t)nji;sui 9qj scjj 5) 5* O 00; X O x ; 0 0 x i sn jcjeddB pue jautqno x^ot -qdosoxiqd n uotjnjijsui aqj scxi H 0 00; 0 O X 0 0 O X l Ajojeioqn[ Xcoiuiaqo v uoijnjijsui oqj sbh 1 e 0 0 0 J 0 O 0 x 0 0 X l xqSnnj ajnjxnouSe sj j H x ; x ; 0 x X 0 X 0 X Branches taught. •Ajjsimaqo 00 H j j X j j : x : i x •ASoxoisAqj h j ix : : ix : : : •Aqdosoxiqd xBJnjnj^ 50 : jx i j X : x i : x •qsr[Sag[ uouxoioq X XXX X XXXX X XX X •uoijexnotjjy i ^ 1 H : • : x : ; x o X 1 X X X •sjoqocaj ouioDoq 9Acq oqAi. s-ijcnpuiS jo aaqumyx | iH I CM rH tJC 1 CO j CO in • 0 ■ ■ •uotjonjjsui P9AT909J OAcq oqAi joqnmu xc|OX ** H 200 100 222 53 2, 214 50 300 O iH O O CO GO IH O rH lO H* (M CO (M IH ■sxidnd Aq uoijnjijsui oqj m gueds siisaA jo iaqumti 9§BJ9Ay rH H I m as m ! in m I : : : : HCl IH tH 1C O CO ® 1 52? w Alabama Institution for the Deaf and Dumb and the Blind, a Arkansas Deaf-Mute Institute . . Institution for the Deaf and Dumb and the Blind. Institute for the Education of the Mute and the Blind. American Asylum for the Education of the Deaf and Dumb. rO & d 'd ° 00 Ci O rH O N r-T ocT CO mbo£ jsnj oqj aoj uoipeudo adde o jbjs o o o o o o o to o » • rH lO • »-H o O O to CO rH 05 Tj< O t> 00 OH Cl • CM to • Library. •auoA jooqos jsb[ oqj uu oseoaoup o.o* CM . IO • CM . . O O • CO . CO o • o rH • O . CO o ! o to • O CO •soamjOA jo aoqmnjq w * o lO CO 2, OOO 0 2, 150 100 co o o o o o o to 008 009 0S8 O O O rH o o o co to j Aaojsiq {canjea jo umosnai u uoijnjijsat oqj sen 1! 0X0000X0 xox oo X o o o l snjeaedde pae joarqeo psot ♦ -qdosopqd e uoijnjijsai oqj sen s oxoxooxx oxx oo ooo o o l Ajo jejoqiq Xeoiuiaqo e uoijnjijsai oqj sen ® 1 oxooooxx ooo oo ooo o o l jqSnnj oanjinoiaSu sp 2 |" oooooooo ooo XO 0X0 X o Branches taught. •Aijstuiaqjj 1 2 !x : ixx X : : : : •ASojoiSjfqj * ; x x x i x i x i i ; •Aqdosopqd pjanj'Bjq © 1 X ; x ; ixx X ; x x i i i x •qsixSag; uoraraoo H X XXXXXXXX XXX XX XXX X X e e ^ e •uoijexnoijaY 2 o X x : X : XXX ;x ox; X X •sjoqoeoj oraoooq OAeq oqM. sajenpexo jo .iaqumsp | w «■» o OWOOH • ^ ! • CM ■ CO O O • O O •UOIJOTUJSUt poAioooa OAuq oqAv .laquinu pijop, 5* H CM O CO CO o to o CO CO rH t- oo oo (M HHl> 70 258 123 714 59 111 297 281 221 •sqdnd £q uoijnjpsai oqj ux juods sanoA jo ioqmnu o§u joay H H ! CO rH ZD Hi O to CO • to Name. 1 I Louisiana Institution for the Education of the Deaf and Dumb. ■Pr.rflor.rl Tlav Sr.V.r.r.1 fr>r flio TW. f > 5 ] 5 5-2 5 r ' -r- $ \ c : c > Institution for the Colored Blind and Deaf-Mutes. Maryland School for the Deaf and Dumb - New England Industrial School for Deaf-Mutes - - Clarke Institution for Deaf-Mutes . Michigan Institution for the Deaf and Dumb and the Blind, g c 7 P 3 f% c c 5 c. i 5 ) i £ t c \ « Minnesota Institution for the Education of the Deaf and Dumb and the Blind. Mississippi Institution for the Deaf and Dumb . . . Missouri Institution for the Education of the Deaf and Dumb. Nebraska Institute for the Deaf and Dumb* . Le Couteulx St. Mary’s Institution for Education of Deaf-Mutes.* St. J osepli’s Institute for the Improved Instruc¬ tion of Deaf-Mutes. 1 Institution for the Improved Instruction of Deaf- Mutes. STATISTICAL TABLES. 749 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 REPORT OF THE COMMISSIONER OF Table XIX. — Statistics of institutions for the him Note. — x indicates the en Name. Location. Superintendent. 1 2 3 4 Alabama Institution for the Deaf and Dumb and the Blind. Arkansas School for the Blind.. Institution for the Deaf and Dumb and the Blind. Institute for the Education of the Mute and Blind, e Georgia Academy for the Blind/ Talladega, Ala . . Little Bock, Ark . Berkeley, Cal . . . ColoradoSprings, Colo. Macon, Ga . 1860 1859 1860 1874 1852 Illinois Institution for the Edu¬ cation of the Blind.* Indiana Institute for the Edu¬ cation of the Blind. Iowa College for the Blind . Jacksonville, HI. Indianapolis, Ind Yinton, Iowa. . . . 1849 1847 1853 Kansas Institution for the Edu¬ cation of the Blind. Kentucky Institution for the Education of the Blind. Louisiana Institution for the Education of the Blind and the Industrial Home for the Blind. Institution for the Colored Blind and Deaf-Mutes. Maryland Institution for the In¬ struction of the Blind. Perkins Institution and Massa¬ chusetts School for the Blind. Michigan School for the Blind . . . Minnesota Institution for the Education of the Deaf and Dumb and the Blind. Mississippi Institution for the Education of the Blind. Missouri School for the Blind . . . W y andotte, Kans Louisville, Ky .. 1842 Baton Bouge, La 187 1 Baltimore, Md., 1872 (258 Saratoga st) Baltimore, Md. .. 1853 Boston, Mass .... 1829 Lansing, Mich .. nl880 Faribault, Minn. 1866 Jackson, Miss. . . 1852 St. Louis, Mo _ 1851 Nebraska Institute for the Blind* Nebraska City, Nebr. 1875 J. H. Johnson, m.d. Otis Patten . Warring Wilkin¬ son, M. A. J. B. Kennedy . W. D. Williams, A. M. F. W. Phillips, M. D . W. B. Wilson . Bev. Bobert Caro- thers, A. M. George H. Miller. . B. B. Huntoon, A.M . P. Lane . Frederick D. Mor¬ rison, M. A. Frederick D. Mor¬ rison, M. A. Michael Anagnos . . J. F. Me Elroy . James J. Dow, act¬ ing principal. Dr. W. S. Langley . Prof. J ohn T. Sib¬ ley, principal. J. B. Parmelee . New York State Institution for the Blind. New York Institution for the Blind.* North Carolina Institution for the Deaf and Dumb and the Blind, p Ohio Institution for the Educa¬ tion of the Blind. Oregon Institute for the Blind q . Pennsylvania Institution for the Education of the Blind.* South Carolina Institution for the Education of the Deaf and Dumb and the Blind. Tennessee School for the Blind*. Batavia, N. Y... 1868 New York, N. Y. 1832 (34th st. and 9th avenue). Baleigh, N. C - 1849 Columbus, Ohio . 1837 Bev. Albert D. Wilbor, D. D. William B. Wait.. Hezekiah A. Gud- ger, M. a., princi¬ pal. G. L. Smead, M. a . . Salem, Oreg . 1872 Philadelphia, Pa. 1833 William Chapin, A. M. Cedar Springs, S. C. 1855 Newton F. Walker Nashville, Tenn. 1846 J. Sturtevant. . From Beport of the Commissioner of Education for 1879. See Table XVIII. Music is also taught. Pupils are taught music and given a business education. For both departments. Department for the blind not yet opened. / These statistics are for 1878, tion from this institution. g Brush making is also taughl h Basket making is also taugl i Also brush and hat making j Instructors only. k Value of furniture. I In State warrants. STATISTICAL TABLES, 751 replies to inquiries by the United States Bureau of Education. 0 signifies no or none ; - indicates no answer. 05 VS o 'ft 0 s © © 0 bm jz o Z * . 3 c ** r© Number of pupils. Number of pupils admitted since opening. Employments taught. Library. Property, income, &c. Broom making. Cane seating. ,14 Fh o ► o 0 & Mattress making. Piano tuning. fcc a V © GO Number of volumes. Increase in the last school year. Value of grounds, buildings, and ap¬ paratus. Amount of State or municipal appro¬ priation for the last year. ^Receipts from other States and individ¬ uals for the last year. Total receipts for the last year. Total expenditure for the last year. 7 8 9 JO 11 12 13 14 15 16 17 IS 19 20 21 22 (a) (a) X X (a) (a) (a) (a) . (a) 4 32 139 Y bx v $20, 000 $9, 500 $9, 615 $10, 027 0 30 103 . (c) 150 (a) (a) $2, 648 <238, 648 (a) 4 58 182 X X X .... X 600 100 80, 000 13, 500 125 10, 250 9,802 132 605 Y 114,713 28, 318 1,697 30,016 33,282 3 127 666 X .... X 2, 100 200 374, 644 30, 000 301 30,300 28,781 10 113 420 X h x X X X 1, 000 100 300, 000 21,200 648 27, 128 24, 293 2 52 139 i x 340 40 100, 000 11, 140 0 11, 140 9, 640 7 78 417 X X X X bx 1,200 100 100, 000 19, 289 30, 648 22, 578 6 23 57 X x X ! bx x 250 40 13, 000 Z10, 000 0 6, 600 7, 200 1 13 38 X X 25 (a) 4, 250 600 4,850 4, 587 5 59 240 X X bx 250 50 250, 000 13, 950 5, 200 26, 462 : 25, 571 30 129 981 X X X m x bx 2, 842 398 305, 637 30, 000 11, 560 67, 094 i 65,029 (a) 1 . hx (a) (a) (a) ~2 27 *48 1 x x x x *400 *30, 000 8, 000 8, 000 8, 000 12 32 1 m x 427 40 6, 000 8, 400 0 8, 000 3 98 *469 <7X X X .... X 1, 200 100 250, 000 33, 000 0 33, 000 30, 800 1 22 39 g x x X x 225 65 15, 000 8, 200 0 8, 200 6, 765 2 182 454 X X .... 'x X 1,330 108 351, 813 o35, 000 34, 856 43, 466 9 200 1, 306 X x X b x X 600 373, 634 50, 159 11,829 114, 779 103, 034 X x (a) 9 180 1,043 X X bx x *500 500, 000 33, 000 3, 694 36, 694 40, 235 *30 26 168 1, 011 r x X X X X 1, 000 50 205, 000 s43, 500 221, 246 53, 871 54, 626 1 15 45 a o 9 a © © r-> 9 ■3'S f t © K 9 d £ o © a s? Number of pupils admitted since opening. Employments taught. Library. Property, income, &c. Broom making. Cane seating, ^4 o > >5 © 3 a Mattress making. Piano tuning. bJD •3 © m Number of volumes. Increase in the last school year. Yalue of grounds, buildings, and ap¬ paratus. Amount of State or municipal appro¬ priation for the last year. Receipts from other States and individ¬ uals for the last year. Total receipts for the last year. Total expenditure for the last year. 7 s 9 10 11 12 13 14 15 16 17 IS 19 20 21 22 3 84 «485 X X * b x X 701 20 $75, 000 $18, 710 $0 $18, 710 $19, 910 28 2 35 240 x X x X (6) 100 10 (c) (c) 0 . 12 Ohio Institution for the Education of Imbecile Youth. Columbus, Ohio. 1857 Gustavus A. Doren, j M. D. 13 1 Pennsylvania Training School for Feeble- Minded Children.* Media, Pa . 1852 Isaac N. Kerlin, M. D - 1 i l * From Report of the Commissioner of Education for 1879. a Articulation is taught. b Various industries are taught. c Calisthenics are also taught. d Teachers only. e Number dismissed improved up to the close of 1878. STATISTICAL TABLES, 755 for 1880 ; from replies to inquiries by the United States Bureau of Education. the branches taught. § to o <0 2 >> r ° CO .si ""o © Js 3 i d £ Number of in¬ mates. Branches taught. N umber dismissed improved since opening. Income. Expenditure, Male. Female. Total. Object lessons. Heading. fch a 'S £ p 1 < t-5 rd ft cS S-i tc o © o Grammar. Drawing. Singing. 5 6 7 8 9 10 it 12 13 14 15 16 17 18 19 25 47 31 78 a x X X 70 238 193 431 bx X x x X X 289 $60, 000 $60, 000 44 45 27 72 X x X 12, 000 12, 000 27 98 62 160 C X X X 1 X 10 24, 000 24, 000 29 71 63 134 X x X *73 33, 964 29, 561 dl 46 18 64 X X el40 36, 500 21 67 53 120 (/) bx X X | 18, 000 18, 000 9 6 3 9 (g) X X X 15 8 14 8 22 (7i) X 0 6, 000 5, 050 £119 •£92 £211 54 289 (6) x x x x *750 55, 696 53, 305 111 348 218 566 x x X x X j'201 92, 945 92, 945 78 199 117 316 (6) X X X J45S 62, 116 63, 143 /Kindergarten instruction is given. g Physical exercises are given and fret sawing taught. h Dancing, calisthenics, and fancy work are taught, tin 1878. Number dismissed improved up to close of 1877. 11 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 REPORT OF THE COMMISSIONER OF Table XXI. — Statistics of reform s Name. Location. Control. 2 3 City and County Industrial School.* State Eeform School . San Francisco, Cal.. City and county. Meriden, Conn . State - Connecticut Industrial School for Girls. Middletown, Conn . . Private, aided by State. Chicago Industrial and Eeform Chicago, Ill. School. House of the Good Shepherd - Chicago, HI . Eoman Catholic . Homan Catholic . Hlinois State Eeform School. . . . . Illinois Industrial School for Gills. Pontiac, Ill . State . . . South Evanston, HI. Private House of the Good Shepherd .... Indiana Eeformatory Institution for "Women and Girls. Indiana House of Eefuge* . Iowa Eeform School . Indianapolis, Ind . . . Indianapolis, Ind . . . Sisters of the Good Shepherd. State . Plainfield, Ind - - - State Eldora, Iowa . State Girls’ department of the Iowa Eeform School.* State Eeform School . House of Eefuge* . Bojrs’ House of Eefuge* . Maine State Eeform School . Pleasant, Iowa c . State. North Topeka, Hans . Louisville, Ky . New Orleans, La - Portland, Me . State . . Municipal Municipal. State . House of Eefuge* Baltimore, Md State, municipal, and private. House of the Good Shepherd* .... House of Eeformation and In¬ struction for Colored Children.* Female House of Eefuge . Baltimore, Md . Cheltenham, Md .... Hchester, Md . Eoman Catholic . State and munici¬ pal. Board of directors House of Eeformation. Boston, Mass. Municipal Marcella Street Home. Boston, Mass. Municipal Penitent Females’ Eefuge* Boston, Mass. Truant School . Truant School . Truant School . State Industrial School for Girls. Boston, Mass . Cambridge, Mass - Fall Eiver, Mass .... Lancaster, Mass .... Municipal Municipal Municipal State . Lawrence Industrial School . House of Eeformation for J uvenile Offenders. Plummer Farm School . Lawrence, Mass Lowell, Mass. . . . Salem, Mass _ Municipal Municipal Private . . . Hampden County Truant School. Springfield, Mass . . . State Eeform School . Westborough, Mass. County State .. Worcester Truant School Worcester, Mass Municipal . Eeform School for Girls . Detroit House of Correction* Near Adrian, Mich Detroit, Mich . . Municipal *From Eeport of the Commissioner of Education for 1879. a In 1879. & These statistics are for two years ending September 30, 18 STATISTICAL TABLES. 757 replies to inquiries by the United States Bureau of Education. Date of establishment. Number of teachers, officers, and assistants. Conditions of commitment. Means taken for the -welfare of the inmates on leaving the institu¬ tion. © a © rc3 a © © bJO Other conditions. 5 6 7 s 9 10 1859 19 2 Under 18 Commitment by court . 1854 13 10 7-16 Dismissed on “ticket of leave,” and are looked after once in six months; if not doing -well are recalled. 1870 2 18 8-16 Danger of falling into habits of Good homes are found; they are vice. regularly visited and corre¬ sponded with. 1863 1859 0 a33 5 and over . Unruly conduct . 1871 514 66 10-16 Criminal offences only . None. 1877 1 5 Under 18 Commitment by county or need Continual oversight given ; if not of protection. properly cared for returned to the school. 1873 13 15 and over Commitment by city court for drunkenness or prostitution. 1873 6 Homes provided and oversight had as long as possible. 1868 17 11 7-18 Must be of sound mind . 1868 12 9 5-16 Must be of sound mind and body. Supplied with clothes for six months, given supervision and privilege to return when out of work. 18— 2 5 7-16 Must be of sound mind and body. (d) ' 1865 12 6 6-16 . 7 4 5-18 Orphanage, theft, vagrancy, &c... 1853 8 8 8-16 Boys committed for any crime ex¬ cept murder in the first degree. 1855 17 3 6-18 Boys are required to report half yearly and are visited to see if properly employed and cared for. 1864 36 3-50 Desire for reformation . - Situations are secured. 1873 14 1 6-16 By magistrates’ courts or as boarders. 1866 1 2 Under 18 Vagrancy, incorrigible or vicious Placed in good homes and their conduct. interests guarded by the insti¬ tution until 21 years of age. 1859 9-17 Vagrancy, incorrigibility, larceny, &c. 1877 j 9 7 7-16 Neglect and pauperism . Their welfare is carefully guarded by an agent under whose charge they are. 1821 3 Need of reformation . . Placed at service or returned to friends. 1877 8-15 Truancy and absenteeism __ Average 10 Truancy _ 1855 1 11 7-17 Assistance given in securing situ¬ ations. 1874 2 3 8-16 1851 1 0 7-16 Good situations secured and over¬ sight given. 1870 2 3 7-16 Vagrancy and petty offences . Returned to friends and watched over by the institution. 1880 1 2 5-14 Truancy . ■1848 i 29 15 7-17 Visited by State officers under direction of superintendent of 1863 1 1 7-15 Truancy . . the poor. They are required to attend school ( d ) regularly. 1861 1 e25 e5 None. c Since located at Mitchellville. d Provided for by an act of the legislature of 1879, but not opened for reception of pupils until 1881. e In 1878. u 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 REPORT OF THE COMMISSIONER OF EDUCATION. Table XXI. — Statistics of reform Name. Location. Control. Superintendent. 1 Michigan State House of Correc¬ tion and Reformatory. State Reform School . Minnesota State Reform School. . Ionia, Mich . . . Lansing, Mich St. Paul, Minn. State State State Erwin C. "Watkins, warden. Cornelius A. Gower. . . Rev. J. G. Riheldoffer . House of Refuge* . . State Industrial School St. Louis, Mo . Municipal Manchester, N. H . . . State . John D. Shaffer John C. Ray ... St. Erancis Catholic Protectory* . Denville, N. J . N e w J ersey State Reform School . J ameshurg, N. J _ Roman Catholic. State . Bro. Seraphin, o. s. f James H. Eastman _ State Industrial School for Girls. Trenton, N. J State Newark City Home* Yerona, N. J Municipal Mrs. Harriet F. Perry, matron. B. F. Howe . House of Shelter . Catholic Protectory for Boys. . . . Catholic Protectory for Girls .... Albany, N. Y. (52 Howard st.). Buffalo, N. Y . Buffalo, N. Y . . New York State Reformatory. . . Elmira, N. Y Municipal Mary L. Dare, matron . Roman Catholic. Roman Catholic. State . Rev. Thomas F. Hines. Mother Mary of St. Bernard. Z. R. Brockway . Juvenile House of Industry of Brooklyn. Association for Befriending Chil¬ dren and Young Girls. New York House of Refuge . New Lots, N.Y. (East New York). New York, N. Y. (136 Second ave.). New York, N. Y. (Randall’s Island). Municipal Private . . . State . William Me Tammany . Mrs. Mary C. D. Starr, president. Israel C. Jones . New York Magdalen Benevolent Society. "Western House of Refuge . New York, N. Y. (7 Municipal E. 88th st.). Rochester, N. Y - State . Mrs. R. P. Hudson . . . Levi S. Fulton, Protectorate and Reformatory Utica, N. Y . for Destitute Children. Cincinnati House of Refuge* _ Cincinnati, Ohio _ Protectoiw for Boys . House of Refuge and Correction* Girls’ Industrial Home . Cincinnati, Ohio .... Cleveland, Ohio . Delaware, Ohio . Roman Catholic . Municipal and contributing membership. Roman Catholic. Municipal . State . Brother Hugh Henry Oliver . Franciscan Brothers.. "W. D. Patterson . Rev. Nathan S. Smith, D. D. State Reform School for Boys* Lancaster, Ohio .... State Charles Douglass House of Refuge and Correction. Pennsylvania Reform School*.. . House of Refuge . Toledo, Ohio . Morganza, Pa . Philadelphia, Pa. . . . Municipal . State ... - - Private corpora¬ tion. Almon A. McDonald . G. A. Shallenherger .. J. Hood Laverty . Sheltering Arms* Wilkinsburgh, Pa .. Private Mrs. Brunot, president Providence Reform School . Yermont Reform School . Wisconsin Industrial School for Girls. Wisconsin Industrial School for Boys.* Reform School* . . Providence, R. I - Yergennes, Yt . Milwaukee, Wis - Waukesha, Wis .... State . State . Private corpora¬ tion. State . Frank M. Howe . William G. Fairbank . Mary E. Rockwell - William H. Sleep . Washington, D. C .. United States. .. Samuel C. Mullin From Report of the Commissioner of Education for 1879. STATISTICAL TABLES. 759 schools for 1880, — Continued. Date of establishment. Humber of teachers, officers, and assistants. Conditions of commitment. Male. JD a o Ph Age. Other conditions. 5 6 7 S 9 1877 2 16- 1856 15 12 10-16 Commitment by court . 1868 2 4 Under 16 Commitment by courts for any offence except murder. 1854 13 7 3-16 Must he residents of the city or county of St. Louis or he offend¬ ers against the United States and residents of Missouri. 1854 5 5 8 17 1875 1 6-15 1867 13 12 8-16 Committed for any crime except murder or manslaughter. 1871 5 7-16 Committed for any crime except murder or manslaughter. 1873 6 6 5-18 Truancy, vagrancy, and petty crime. 1868 2 Ro limit Homelessness, indigence, &c . 1866 14 1866 1 7-14 They must he Roman Catholic. . . . 1876 18 16-30 Crime _ _ _ 1854 13 8-14 1870 In need of reformation ; received on voluntary application. 1825 37 31 Under 16 Violation of the statutes . 1833 4 13-21 Destitution and desire to reform.. 1849 29 26 8-16 Vagrancy, disorderly conduct, &c. 10 2 4-16 1850 18 9 Under 16 Homelessness, vagrancy, &c . 1871 3 2 7-16 1869 5 25 9-15 Lesser crime than penitentiary crime. 1856 31 23 10-16 Must he sound in mind and hody. 1875 6 7 10-16 1872 26 12 6-21 Commitment by magistrates’ courts for various offences. 1828 12 17 7-16 Must he mentally and physically sound. 1871 18 Intemperance, Xr.r, _ 1850 6 8 10-21 1865 7 8 10-16 1875 2 9 Under 16 Vagrancy, destitution, petty crime, &c. 1860 25 22 10-16 1869 al2 a9 7-16 Incorrigibility and law breaking. . Means taken for tlie welfare of tlie inmates on leaving tlie institu¬ tion. JO Good homes are secured. Friendly interest shown and cor¬ respondence kept up. Situations in good families are pro¬ vided. General supervision is given. Effort is made to secure suitable homes for them. Placed in good homes. Returned to friends or placed in situations. Employment found and parole supervision maintained. Returned to parents or guardians when 14 years of age. Restored to friends or provided with employment. Efforts to secure good places are majle in their behalf by the in¬ stitution, which exercises super¬ vision over the friendless during minority. Placed in homes and receive good attention from the institution. Placed in homes and given super¬ vision and care, or returned to friends, who are required to show that they are proper persons to have the care and training of the child. Returned to friends or sent to ser¬ vice. Required to report monthly when released upon parole. Provide homes for orphans and correspond with them. Some apprenticed ; others remain under control until twenty-one years of age. Correspondence held ; assistance and encouragement given. On probation for six months ; after¬ wards under supervision of vis¬ iting agent. Placed at service or returned to friends. Placed in families, given supervis¬ ion, and returned if not doing well. Provided with homes. Rone. a In 1878. 760 REPORT OF THE COMMISSIONER OF EDUCATION Table XXI. — Statistics of ref orm Note. — x indicates Name. Present inmates. Sex. Eace. Nativity. 11 12 13 14 15 16 17 IS 148 71 41 107 62 85 92 44 131 1, 594 177 43 177 29 22 104 23 35 3 257 150 109 53 107 307 62 160 144 16 155 145 0 198 42 160 50 260 0 41 28 148 179 41 173 633 141 133 330 180 62 160 55 155 66 89 46 112 180 99 120 249 42 64 36 105 84 11 121 177 112 218 190 0 58 22 0 164 34 116 249 190 0 58 206 115 224 0 177 177 53 210 205 cl48 25 7 57 4 64 11 0 159 12 69 City and County Industrial School* . . . State Eeform School . Connecticut Industrial School for Girls . Chicago Industrial and Eeform School . House of the Good Shepherd . Illinois State Eeform School . Illinois Industrial School for Girls. . . . House of the Good Shepherd . Indiana Eeformatory Institution for Women and Girls. Indiana House of Eefuge* . Iowa Eeform School . . Girls’ department of the Iowa Eeform School.* State Eeform School . House of Eefuge* . Bo^s’ House of Eefuge*...'. . Maine State Eeform School . House of Eefuge* . House of the Good Shepherd* . House of Eeformation and Instruction for Colored Children.* Female House of Eefuge . . House of Eeformation . Marcella Street Home . Penitent Females’ Eefuge* . Truant School . Truant School . Truant School . State Industrial School for Girls . Lawrence Industrial School . . House of Eeformation for Juvenile Offenders. Plummer Farm School . Hampden County Truant School . State Eeform School . . W orcester Truant School . . Eeform School for Girls . Detroit House of Correction* . Michigan State House of Correction and Eeformatory . State Eeform School . Minnesota State Eeform School . House of Eefuge* . State Industrial School . St. Francis Catholic Protectory* . New Jersey State Eeform School . State Industrial School for Girls . Newark City Home* . House of Shelter . . . Catholic Protectory for Boys . Catholic Protectory for Girls . New York State Eeformatory . Juvenile House of Industry of Brooklyn Association for Befriending Children and Young Girls. * From Eeport of the Commissioner of Education for 1879. a Of those committed during two years. 6 Also 1 unknown. c This number May 1, 1880, which decreased before the close of the year to 42, owing to a decisionof the court that certain children could not be held there. 1, 836 786 168 40 194 33 26 138 6 40 0 240 145 29 102 31 17 194 17 65 29 106 629 18 184 17 28 91 629 18 153 428 471 316 109 174 100 40 258 01, 467 dell8 111 2 134 284 0106 194 114 40 220 31 131 22 0944 0577 264 0100 38 130 21 25 482 71 25 469 70 25 161 70 15 25 0/644 0289 321 1 19 13 31 49 2 ! 14 ' 3 23 STATISTICAL TABLES. 761 schools for 1880, $c. — Continued. tlie studies taught. Present inmates. Studies. Parents illiterate. Illitc wh comm .rate en itted. © c3 Pi 6 © JSP .1 S n o fR Number could read only when committed. Number could read and write when committed. Number'taught to read. Number taught to write. Reading, writing, and spelling. Arithmetic. Algebra. Book-keeping. Geometry. Geography. Grammar. History. Philosophy. Botany. Physiology. Drawing. © © £ ao l 20 2J 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 18 119 x .... x x 90 40 3 36 81 33 50 •"I x x x X x x x 1 x x x X (a' 59) al40 X X X x x x x 124 124 124 x x x x X 40 90 120 40 40 x x x x x x X x x x 1 78 54 10 95 63 64 112 x x x x x x x x x x x 13 37 55 144 41 80 x x X x x 120 70 65 45 x 20 157 20 118 88 x*" x x x x x x x x x x x x 20 2 196 22 x x x x X 3 19 4 1 2 x x x X x x x x x ::::: x X 8 2 6 53 10 8 x x x X 12 x di d6 0 4 x x x x x 1! x 12 1 4 13 1 2 x x 97 0 22 35 137 22 22 x x X 1 0 16 1 0 x x x (<2257) dll2 dl,225 x x x x (dQ7) d66 d703 x x X x x io 5 31 15 31 x x X X x x 65 x x x x x x X x x x x x x x o 0 x x X x x X 12 6 7 12 12 x 0 5) 21 386 75 78 x x x x x x dlOO d50 dlOO x x x 1 1 1 d Of those committed during the year. e Also 9 Indians. /Also 6 unknown. t .a 73 « 53 rS2 § O Ph o ft CO a p n £ " " ' co p A •noi^piraoj Going bo jBcadi jojoqumu ib jox « Ot}< .10 0 >0 • • 0*0 CQO «(NCO 1 0 < • 0*0 H • CO • H • • Ca • Th • * ^ • • • • T* • LO CO • rH rH • • O H ^ CJ O • 00 0 co 0 • 05 1'- LOOCO 0 • Number of offi¬ cers, teachers, and assistants. •9JBUI0X X) « O LO N C5 0 CO 00 id 0 C0 O CD m • • co • ai m tn m w ' oQ.rt go 1 oq 1 PPgggg1^ o g OOgOgggg'gOg|gOgH >>£ p c-s|V.l oo^|g ■tf'«lwi8 8 55^3d o o • . • • • • 5® ^ 8 2 ^ (3 1 ij !i 3 i § : S _, .3 . o< 2 ! "3 ! df Oh o ; r3 1 = •h W)-S 4 b.9‘3-5 a ^ £ •"£ C) to r S f-> . r® o ® r"1 ,? Ja o laillpfill^ll ~>-g>J&£22-l£- §2^2 C5 ^ O l> t- CO • !l0050i0005t^COCOTH g SS^EHtototo co — (3 o r3 ^ OP o ” _ , cz o fldO .2 ^O^h' si§<3 a^ss CO coco OOfOt>t~fO-^MC5JCq?OOM -oMt'OKitoiooiainTtC'- °OOOOQOOOOOOOOOOOOOOOOOOO d o © 'dP3 o-p eT rt -3 d 3333 33 _, § O O O ® ® gooouP : : : 3-5 2 6- <15 33 l.s ft ■ - - _ r-1 hJ O 8-Sftoaa: a - s s |p >H-r-53 _, 1=1 16 kS a-s« spo 5-0 s 5 |-lj! § 330^42-^Ph®^ ® § a-2 ffgH, k.O Id I 20-2 d^ 2i2 2^0 l^ioMl^iipii VHl4*^sS®M £° g 1> ®-g ®| & §|2 -$&.£ a pH o ^.o » 2 ^3 i sl?^fe§a^ri|a|l SSmoSbhSw^mWiS^moo tH c . rj .OOO'^OOOO . . (3.00. (3 ot> . .(• o §° fctf c» a _ _ _ _ Oft] ■ '5 o a floOO'Pfia o o 2 . .5 ® o g g a gfg^g ptfol pH> d P'd^d f §§° 3 o W 8 d;S (3 a d (3 £d! a 3 eq s cb ^ d • • d os m ^aa O 3o ®aO"d^pp Eg-j §J (“3 a [>l3 c3 03 • _2 rnii £?aCd jd.p’^docSa.dd d 3 Ui ^ ^ 'SipSdiPtrjN a^a K*S«$2's!iS2!Ss< d CO 02 /T) O m r-i C3 .(— , • M H ’ flj '“') Kdswaaaaa^a^tftf ft J , C33ri a *93©H | ^|aad C0M H ©P co 3 B 3 > >a a C (H30 - d © ^ 05 3 fac os C O fcC § .3&§rg.g s ^Ph oo gpn a4 2 CO of © ® £<3§sm p c ~ O uoO s.g ®-§ fcc r-S.2 ^ * . « cpq a h^p-2 p M'S 3*1 dg«?a 2 o § opi qp3 ©1 p P y* ^ ^ 'T1 2 0 ^ * h £ d^ & d P c5 p -E -E -g p ^ 0 OC CO 0 p tj (T) 0 b P OQ E ^ 03 ^ b O M CO O ® V -r- 1> .© V > "P V cs‘33 o t> rrt .3 -H «i-J W c3 -r- In -pH .r-( .r-( *rH ® fc> ci2t>(>d®pS dL? d P P P'P (H g ©POOO^O^O^OOOO^j.®® PPOOP P P PPPP^l^i (^® ! co 1 !!% § p| 8'3^^11'a^ § l|S|| O OOWbP^iPHO'HHHdMpfH PPHt>Pa 3d <1 ' s O <3— < OrO P, . S |“2-3aa*a ^11? g| iga S >o-S O CD r^i q M J43 ® □ d5 "d • o - S-t to • ® .P S^*a!§a 6^r9r£59^ ^ p^oo CS-rH fH S’s rO ^ d C3 05 p- d)A -H rl 'p'djd to ® £-P IfJ a l3 (?43 43®5 ® aoMccMo^ © ^ bti1 o e3 5 o; 49 E * From Report of the Commissioner of Education for 1879. b These statistics are for 1879. a Up to close of year 1878. c Closed in June, 1880 ; statistics are for 1879. TabLe XXII. — Pabt 1. — Statistics of homes and asylums for orphan or dependent children for 1880 — Continued. 770 REPORT OF THE COMMISSIONER OF EDUCATION. 771 x Prom .Report of the Commissioner of Education for 1879. b For six years. a Up to close of year 1878. c The object of this school is to educate orphan girls as teachers. Table XXII. — Part 1. — Statistics of homes and asylums for orphan or dependent children for 1880 — Continued. 772 REPORT OF THE COMMISSIONER OF EDUCATION. •noijBpnnoj eouis so^umt jo jQqorau jbjox > ^ O O : iTffflOf • H C4 (M < © © O 45 00 -gar” g •oiBraoj; •op* K eooOTjtTjursMeoiM ® co ooooocoi •uoTj-cunnoaop enopgipa; o^OO flOOOO^ g g3 gS g g f-1 . . . o . . . • o o . o .oo o g g go g goo aS o ooco o 3 • ;© — • ^4H r-1 ^ Qh c2 O . pH Id ^ t hIm h(S . . O 05 . © • 02 02 4-> 03 02 £> ,H H ffl'H M EESSSaStf <-* n a a fa-g <1$ •UOIJ'BZITI'bSjO JO XBO£ T^OSOCirHCQCOOO' (OdHt'CJiO CO 05 ^ CQCOH^ COiCO O _ _ _> <_ h- lO ^ O P d) ^ N C.O t> CD L- OOCO S ^ l' O O iQ «0 COO aoooccaooocooooococooooocoooooQOoo OO CO OO CO CO GO oo CO CO oo OO oo TioTjejocLiooin jo ieq^ > 00 00 00 00 00 00 OOOOCOOOOOOOOOOOCO CO r* co co co oo oo oo t- rrt L- CO CO CO CO 00 00 oo O $ £ :W ®0000000 0a ttohittK Sssssssss 8- ■■ _ . J-jIt g*.g.2.S.2.2.2.2.2-g gOfa- a S ooooooooo^o^ +i434j43434343+=43b»b. «3 O > O cd a cccca!a2a2v2cca2M!>i^00PaP400 ^ g; J-g ° obW O O k—1 Illlil'Slf § £ > & a ® ®do S a © © © g§g «H <\ 0* eg I’ll so sg w « . a fl a g^ a ^ g _ .« p. 57 gO o © ® a ©^ a > rH OQ T3 fa © ^ il 5 a ° a r© ® ® urs '3 o . O ej ® o- 1 a a d s 5^ o © g g.g a o m hj Wa” '©la a o w l-s a © 1?S ^13 3° 3 ® -a^ © ■*, >02 o H © 3 a 3 o >.s a a «pa a p. STATISTICAL TABLES. 773 I S I SJS ISIS (H cr^fH 12^1*8* Kiwi**** $laag|&is|gi|^ga^ fi^sss S3 ^3 g3 g ss”33-^ liismiiisiisisir. <-^pppPcppp pq 3 pq pq pq cq pp cq .« : :iz5®^ ’-I WMPPQOOnH^W^ ■s •3 .1 8 i as, *H:fj*S* H * ^if3||llMl|!l^ IlSlSlsIssISISia ^ {^{25 {25 {25 {25 {25 ^5 {2; g gsg§s| g | § I Ilia SSSSSSaSSIa §§ g § S g I I Table XXII. — Part 1. — Statistics of homes and asylums for orphan or dependent children for 1880 — Continued. REPORT OF THE COMMISSIONER OF EDUCATION. 774 •uoijepunoj oouxs jemdr jo aaqiiraa jj; jox 55 7- £ o © p •ajBarajt 50 •noij'emnioiiap etioprp^x P p o o fc Jzi § P £ o o o « f4 P ^ O Q O « g p4 ao o . rH r=q EC EC M £ O h .'I § M § +2 ©-S 4§ □S pH.© 03 e» ec ’ "'33 MS p4g 3 •UOTJ'BZIUbSjO JO JB9_i •aoijejo&ioom jo xe9i O C3 CO CO 00 CO I « - p t2? 6 ©fc-fc^PiZi I .■tfjs*Kl*lif O^-OS O-gO'rtoJO H «£! ©H ££ £ a ££ ^ +3 £ O ® o C5 OH ®(M o ® O £ £ £ |z} £ §*i 3€- u o 2t*r “m cs ®^q (25 p^ H £ t* :f w®*#k qf>|iopH >-. o & t> © ® c3 © oa 6 (2? £ © £ ©rP © 25 £ hi* © £ H3 ® 6 ok°- CO[X 1 £' cS ® JZ| CO ^ 5 § 3 s g © © ! rl © 2 — 6 ) CO j ^ © p ■> ^ H 2 H S § h 5 p J 3 £ .2 1 <5 .3 00 CO <0 © 2 lN © >5 r^> CO § te ,^^3 * gO o^o SO'o §8 C.M p P P 6 }Z5 EC EH tg-P EC « ^ © <1 as P.2 ,p 2 P<3 §tg © P £ | © o OP 1-0 ® o ©> -; a Ps § :p UbSwoO^MM^'xIod si! I ia mmmmn si sinsis mmmm,mm,m From Beport of Commissioner of Education for 1879. a Buildings destroyed by fire in 1880 and school suspended. b From 1865 to 1879. c Up to close of year 1878. Table XXII. — Part 1.— Statistics of homes and asylums for orphan or dependent children for 1880 — Continued. 776 REPORT OF THE COMMISSIONER OF EDUCATION. w o o ® c~ oo in co 5 0000 35 t> 00 00 ■<* o2® ! 1h *• i •9^019^ •apsK •uori'nxituTouap snoLoiiay; i oo co c~ o m co O ° oo.o <35 -3< C5 CO CO in (M I CO SO 00 CO ■ .... 01 © O o © eS © © a; ® c- P pi P PI PO o . ® o © o o a © o o -S^ Or-' S3 So n- - • .^*"^1 j % ® g ® I' M| ®9 g*M [V* a ® H 1 7 1 9 P o K o5 33 ^ S odfldtflz^oS^FSSS^ S J?6S H ^ i 3 ^ . — i .^u in ® g § si ® •aOIJTJZIUBSJO JO JT39i OO 00 CO 00 CO 00 00 00 00 00 00 00 CO OO 00 •noijuio&iootrt jo jua^ M 00 'X 00 oo oc 00 GO 00 ||§4o o9.g|s-o|| 00 00 CO 00 00 oo oo W * . ® •p to e (3 S3 c.pfo^ * o i ® ® s MM Tt Ph -t j r-r a. 3 H .• z p 5tl ® ® § S P- co B+.p-tH EH M N fH C3 g ® Pi p=2o 2 ctlfig © <3 eg S OHKi-s : ; oc §ll5 O - 3 © o£ PlrBtd W c3 ' H 1 s® o,Sf 2 ^ P ^ O CO ^'o J . O 03 O o-, p! O ,. t Pi § ® B sit ppp- n g *W«2^ 2?= I 5 B'Pfci PI ! m s ^ r 'i«i; ; f-p ;.20 § o So Hi J BP 2 13x3 ;pq a-- !53^aI51„ iiiilltia ! © 8 pi pa 5 >0aW -X -W fcX co ^ ^ j- dq g* eo g CO CM 1 1 H CO CJ CO ^0 : : : : : : : : : : : : •not^Tirnicmop enoiSrjgy; as a O :s« il^P s goo go SP gP ggOHOO go 3^ Jo '3 S 6M- t'igr ej 0n s W' © 00 — 1 oo .2Pr ce ■ ,® ; Id . ; ; ooa : 3 1 © ‘2 f3 3 © 5 ob J o h. *2 2 £?<■* S © o its £ o h P i as 3t1_,Ci5:t;cc |> HH.2 . .d .. _ d p p t> 3 0 o O OpK^" ”"* 3 3 'So3c-2 g 3 ^ 3 3 ® § £ ©.© c§d9~3®oo ccOO o3^P£ggPPPP£ !t> s, ;'p o w WO P g* .Prd 3 o,S| .2 P 4JJ .1 |^S 1 &a§ .3 o &2 ^ ®o g 2 §3 § a © 3 to 3 ■d rd pa © o ’> 3 <\ % >» £°^Ja3 P gooH © t> pf w£P ?§3g| II ilcgpg ip^pp fe.2 Up p £ 3P - © a © o ^ PO ■ rd * . © j Pn> Q | ad ©325 IPwM P a CC C5 o i CO CO CO CO CO CO CO CO i CO CO CO CO CC CO CO CO CO STATISTICAL TABLES 779 Table XXII. — Part 1. — Statistics of homes and asylums for orphan or dependent children for 1880 — Continued. 780 REPORT OF THE COMMISSIONER OF EDUCATION. £ o g a P as rS S O "-1 rp o 5 C3 n K © a a bD .9.2 bt a: +3 a +3 e« te A = 'o.'S ^ ‘sjf •p c3 5) SS fl - © B O K O !jr a * ca 5 a a sia^H 2. a a pr il« 's & O © a § * > .S P-O'H t* <3 O P S o c-p W<1 0*8 9-3 •S a §a t> O O cS w ; t£ 43 B rt m Ph O 3 '6< cs .a Mq 3 bfc2 I .Srgp, £ § O l.s^l I h§ I J ti| ■35 ^bS-S ■ a bn ^.9 - £ M «'| .9 I /*_, i'S I * : p* m o S*3 © 3 © S | 9^ cS'B o & e3 rt P P * -tf9 o te _ p i a 2 M a H w r w P M § a a 8 Wp'~W £b:2b Isis o o a a 2 a a a i 2 © ft .2 ®“ .2 I !bc°gdti!S .&j 15 E?&«8*g fi>8 o w Jag^S^gSgS | aj9-§ § p<.2 a ^-jf 2^ ° > 1>m <1 Pm > P '3,32 -2-S s a a 2 ■+3 O OQ *'aB rj P-i 3 § © JSfe-fi iui aa a^ a £$* P ® o 3 J'P Pm 9 a a >» H>P a . IS ■SI ora >s«H 9 3 a3 a oa C\1 00 •uoT^Ti^siii 9qq 9Aggj 0!). pajmboi 9xe ugxpinp qoiiqM. 9§y K9 o to P •pg^xrap'B gq Agm ngjpprqp’ qoupii. rpj eSy a os . Or-. CO 'g I’bJD® 33 •*■'2 p p p 3 9 8 t>» o ® i “ it 1 a ^ — • , m ■S3 ® S sa PI m ® ti , rP at? .20 o a Pa "® 5 ^ a* .2* >> ®p a^ a P a SO ill |3 •9 © a P't? c3 6M ■Seo o 2>.0 «rO CO t* lO r> co o o Girla.no lim- 1 Voluntary contributions . I. . I Situations pr STATISTICAL TABLES. _ s O 0"v!jo PA3 >» O O C 3 pq pq oo PP t> PP interest on permanent fund. By endowment . . . By donations . Contributions, donations, and endowment. •uoi^n^TTLeui oq; 9A130X ox parinbaj: ojb uojpxiqo qoiqAi H H oo m mX n Ho limit .... 21 14 21 18 18 No limit .... 13-18 12-14 18 •poXXtnipB oq i/eui uojpxR0 xi°TH^v o2y ! 1 10 A 4u s 1 3 < > XI KJ 1 11111 U .... 3 12-18 7- 14 5-14 8- 1G 8-8 2-7 No limit . ... 8-12 IS 3 S > A 4* A Name. Christ Church Asylum* . . General German Orphan Asylum . Hebrew Orphan Asylum of Baltimore .... House of the Good Shepherd . St. James’ Home for Boys . St. Mary’s Female Orplialine School* . St. Vincent’s Male Orphan Asylum* . Baltimore Manual Labor School for Indi¬ gent Boys. Home for Friendless Children of the Dio¬ cese of Easton. Protestant Episcopal Orphan Asylum* .... Baldwin Place Home for Little Wander¬ ers. Boffin’s Bower . Boston Asvlum and Farm School for Indi- gent Boys.* Boston Female Asylum* . Children’s Friend Society . Children’s Mission to the Children of the Destitute in the City of Boston. £8 SoS 85 38S § £ S § § £ Destitute STATISTICAL TABLES. 785 £ 3 © © *.a a o.S ^ > Ho® o> £0? p\2 S ri 1§-*a M .2^ © O 3 ^ +? ‘ . te beg P co -P 9 P PI rt M „ 5 m §•3 to S So Pd Pd © rt o - © b£® •9 o M r©_d btg P OB-9 a | 112 ! o TO d 05 la CO o p §a§-^ O Q ©'2-S «M rt a 3 n a P3 w_ ’5 £ 92? i o rs m a .2 cm O 1* a o =9 and ds of m GG P p O •<■< p p a o ° O - o ^ CQ t> CD "O .— o ‘ • CO CO Girls, 18 boys, 16. Boys, 12 girls, n limit. 1 O Boys, 13 girls, n limit. Boys, 17 girls, n limit. Boys, 8 ... No limit . . 1 Boys, 10 girls, 13. >5 rt O ° 3 © P2 cs’h PO o o «©" • 52 S3 CO • CO O (M • O - O > ® ft <4 pd £ O o W P cm za p d © 05 m •+3 ◄ Pd ft a o © o O 05 2 p d Pd 5 w m a 2 wg rd ft *P T. 3 o ® 2 o g © © p gp > 05' rt /“ w b § rt 5 p *® m pd O P3 © ft-9 om c*» 00 Ci O Pi C. 0 £ -3 5^0 S S O vil Q.H ■%s ,arao«§rt^ «5Pm ££ fcP4 pn & £ £ ® © © c. © x a o’—' o Fh O _, > © gM p © A CT! ® a « . .ci'P.-P rtpJ a j ^ g.g ®s p Is a Ui^s-s ■S,S-3«|~ £§1§|8 gke-cs-©^ W <1 PM H'P © A © >; © rt 2 o W cb S f-t rrt . ° p to p .2 o .2 £ o *g!.f fill ©e5 © 10 ScJpi -2^ ft-g gig* .3% C-PfliTi © P ®'JH -p 3+2 t> ft-© fto O rt O P p-Sp a <1 <1 2 P c3 2ps -8 |§ -p a A ■> . ftft s-s ■sis :i in l! Ilf @ aio ■P3 ,rP ! b0b3 :*g§ ;.3 | to , p © p ®2p a o oSoSp O be be p p © © COM3 p « Crp •43 p cb es J 3 COO :p : : \ 1 (B ; 0 : ! ! pA ; :=m ; : 3 ■ ’ .° .rZ Hill p+2 2 p © o o ^ © >J t>0 t>ft 2r ^ ^ P P p _® o o 02 >5 O O 5h t-4 U J S p +3 p p P 02 P ^P O >, © 3 t>W t> „ © p eg® •S|§ «8 A 43 '£ Q P P<©P2 S'p ^ ftp "3 ftp § <1 o I|1 © o o 2 P P -ft'P'P A-® ^ p'S'fl -2"p p o o o kOO ft-g ft 2 p C &S* ai tp § P ^ h a jOfi C3 ^ * ® 3 rp c-T ® . P fi -2 > ©-2 ^ -A .3 ^ *g cs b. * © P H OSlfl+.3rJ 0'S ® « ftr3 •H H $ r] rr!1 3 CD rn f-< y Ph^a n CO 5© > © <1 P •s'! 'o A .2 3 « JO P >2 © « o£ p © p A A a ® ^ - ,a Cb> © 33 -++> © «*H aP3 III ill 02 .2 y ◄ ll RC3 © .2«w a poo P H 4: .2 • • • ■ • • t • • ’0 03 • ; • 3 : : a 3 a a A 3 1 ©^ a tn ^ a £ 5 T>> o -Z a rj t+H ^g<1 O g-rS P ® O&A i ■”°& W o - © o © J7tb, § | | I3| | o Pm Soq-^I o 3^ pgp a? © a +3 ri 02 I« © .0 si g<^ 3 be j»o I! i os 2 '©.2'p 200 02* 2 WPh P P 2 § g 3 E 2 o eq^H 05 : 1 CJ CO T}< C5 CO ^ O «5 t+- 00 uo m in m >n m in in •© * From Report of the Commissioner of Education for 1879. b The Newark Orphan Asylum Association has four auxiliary societies: a The object of this school is to educate orphan girls as teachers. at Newark, New Brunswick, Bloomfield, and Morristown. Table XXII. — Paht 1. — Statistics of homes and asylums for orphan or dependent children for 1880 — Continued. 788 REPORT OF THE COMMISSIONER OF EDUCATION. £.© sP a O 3 I! 3 U © d a-g* © © O’-! ©•£ ©^ 3c£|d.3 Ph m £ 3 o O s ^ o'© § 9 « 2 to H 'll | © O © m ©S^d© '‘-'Pd bC'© o'© o o 3 beg ?'© .9 © «<© . ^a-. « g S S ®0 ® rt 13 2® 2 9 2 £J £,2-93-2. O’13 Ph Ph PhW 5 b d|?*l o’S 2-2^ O Ph Ph be . ■S3 2 -a Ssd 1*8 «r- 3 HA'S ■fcV'g O M d p PI s an & 1 -M ^ P CO ^.9^ : ts-c H rl a . P ^ :cs S c3 -.S © -g -sea « bca ©^ 2 3.91* % 9 +=^5+3 5 3 « O 020 Pd £ Pi Cl 1 * © ^4 ^.9 I l!§ 'i a ^2 ®d S 2 © P o ^ ® _d 3s i © O “ £ be© .9 3 3 3 O O H P 43,2 0 © - o §2 o P lit II ?■ M*H M4ari P-P ^ pH >5 ◄ P ‘3 ",3 >>•£ 3 © 2 2 o 5 • J§3 -e S © ‘-3 u 2 3,22 Ph+= O <1 0 +2,0 4i 3d od 3 o-C © ©3 „ . ^ _r Pi O _T Ci • £jj P P 9 0rs o o h ® a d ® co kO^H^Oqo .y ^ 0 S'-P© S^Ph'P oiSsf. o o oejop, .d^go-H 2 2‘C © « ®-a * 3 3 oE'ft^oS'PaOP • -© P -M p ’r, rp ■- P *r1 a p/a 3 3 a,*3 © 2 P 2 ^ cj as o© 3§ P>-.o^ o •< o id *c 2 32 §■§ 3 I- av. ° a •III I ■all. i 3.0 •§ -d P -3 § 3 p,d © ® a 9 3 a od" -*2 *2 ’noi^ti^i^sTn t>qj OA’ea^ poimboa ojb U9jpftqo qoiqAi w dSy a of ^2 O'bC w •pa^iuip'e ©q Abiii ngjppqd qotqAi cp3 e3y A w A < eo5 O © 3 © -3 eg ° 3 © 2 | |pW a -3 © O 5 ^ 02 m © M 3 3 © OhP , *3 o 24S S<1 3 3 © 3 P 3 a o p a -3 qj 3. go .9-C 3 > 3 02 a ^ fp 3-^ 3 ad © 3.© p CO °§ "®P aO P 2 3 3 !§l S a •< 3 ^ 3. 3 A 3 © 3 H 3 * ^ EH & 3 © 2 a 01-9 STATISTICAL TABLES. 'Spo ft 2 i ©^ SJI-ts «ooo .9 rd gj^.9 2 P ol .9 ■d >> §-* =1 0.2 -rH t> §^•3 co co 15 || I j rt W>2 Ch f4 ©fft °r;j4 ® © 0^4^ 'I | g £ g'g © a ft359 2 a a 2 a © a 42'-' tj o 13 be - a . a © fi'd a a .a &■§» ft gfti g = § flS w> ,r*p d d fP_ © ©rtf +2 00 © ,2 a g ® o® Ph a S-s ® 8P >d 0©H CS © °a be© © a te© .S © d •pp a a a © 2 ”©4 ■g O 53 ©, 'd be © © ©td d f§.1 © © { ~a c8 o ^ d . ^ d*3 ® £ £> r^j d tc O oj q; a ® ©rd'S.l^ J 2 * r2 a op ^ •—< © a a be o -a £-gc2ftl9£g 33 ^ O ■as . o fee be £ « © “a la ft „ p£be © S’a © a © ® a © coas o O £ ada © W Ph ^ o §2 . _ D ao Is a -a be © ddP ri ® a ft.y a a Site = 9% H co aj ©3! ©■a op a co d be be 9 9© feSJ CO 3 tei W W & fl o © CO a ■d .' a © a a -g3 a © P d to a cs « _ -3 ft a ©V2 P T! d ,45 a to d d 111 d d u -dftft © d d © S fl ffi ^ 2- fta <1 2; a 6 - a © 4i d a -* o O ft • 3 Pa * u 2 © ft.S'd a te H d ‘C 2r- § - 4") © .2 ® d |§|| a tS'% ®| .-s^gal C> O H .2 .2 .2 o "a "a a ”§ .© .© as g 'B B B a a a © © © o © © © © © O J ©-£ ^ © <1 5; PH g m s eg .2 © J | ,2^ 5 ‘u ** 2 S ? ? Is IS © ft h ft g- © teiaa M £ ° © aga !*o > ® © ,a fH +» pH CtH © ° 5 5s u ■ ° o a © (D Q >:rP^ s *3|! r©0 ©, d 'd ^ pp >--3.9 © ^ 9^; fe: 5 Mott o d w H M ^ S^'S'g d^ dfp s p? Hi ^ •g©ag © o .© Jo* .ag-s .2 ’o o o o w CO o p*:^4 ft'pftp 5 c3 ||-1tSSs3 c3 O o ■s © teg d ^ d rt g d d C3 F4 d © O £2 © O a o a o M tei o o K M co ^ ».o o 00 o s s s s s 3 3 §5 •■S © -tei co te aQ OQ 789 From Eeport of tlie Commissioner of Education for 1879. Table XXII.— Part 1 — Statistics of homes and asylums for orphan or dependent children for 1880 — Continued. 790 REPORT OF THE COMMISSIONER OF EDUCATION. o ^ £ oS rrt m W 5 t: o o o 3 ^ M <1 ^ a ® a «i ^ °_3 § 03 ci33 S3: 9 * % C _-2 2 o 9 o § rtr^-g 6X1.S Ph -=1 dQ — fc® 'S.g fe £ q © I* # : I a* 55 “i li q o ®-rt It I •|S gi¬ rt ©-.9 2 Di q rf «.g q o sc a '-G ©a i-l « -ts ® q I'S- coO be® .fl<*J £ '3 © ^T2 I a P © .2 bS ro.9 © "fe S © a o 2 a p '-4J4 o o WH M S £ ^.9 © ^ 43 © to ® ©rs S H O e3 ft •S §33 'S a 9 © rt q "q e* 2 oga° j q © h “3 w,p ^ •£r§ q fl § ©©> o O > 9^ ft's ft.rt <1 a.s ft-^ l| !•§ »© !l ft CO <1 © 00 32 -+3 |f || ■S rtU§-s ffl£-SVj rt § o 3 a § g'SpQ 12 rt 3 >art >)© ®.-a c« MM O © rt te O C3 aTof fl rt q.2 _o 0-*s 43 43 rt rt 2 rt© ft •s-s © flag o o g 00^ •noi^n^etsi eq$ ga'bqx « ©< -3> +? in .2 $0 ©q o m\2 CO ® ® 9 t 33 rt m H O : : £ . . © O g 03 O iu : ; 'a ' : e :' 1 © 0 w 'S 9 0 M • 0 . 0 • CD ;■& • M a p \* ; *'r a fl a rt © O 3i W2; ©^ S»2 33 ro^-fl rt © <1 £ao2©^ a O'PNgH's j O (© ^ ® 0 P- Ig^|II © ® © fl © frWA © .*,§ gq iLA g-g fsfSssl'S ©^t- ^g-a0® Ph COO pH S S?s ^<1 >J a: A , 5 w ^ °»o V.2 Sb U ' a cS Sfil 4i fl wuiO O HN CO Tf« LOCO 00 CQ m 53 o -r- »— < a^-s s a Siai as-ii i; .a « p s,s ' 35 5 2 &3 rrf *' J L s © §,qSP«! STATISTICAL TABLES. © 0D,B i e a p< S3® s S 5 © O . B © rB 013 © a b ^ o 2 .3 h3 ■© s o © 8E 0 pH o PI ^ o .91© rd-2 © p< © o = ■© Ph^ O cs pj +3 B O ca.ta ft "Brrt 0 «§» .9 w>2 ■q 'B pi S g o s II £§§ O PP b .a ^ co Pi 2 0,2 6Ph i'll |ifa. ^ ® o o*H ^ 43 !T^ "S S' SaUg ~ ~ g u.-s fl <1Wm 3j o § a pp ^ g © I* O S4) a.g ©bj 0 $§ .fl M M to tXr-j §.g b P d cs ,§1* g © "fl © g-© 03 9 fl 9 2 o © fl o . £ 0 H blPd B cS •ga o g “ i tio a © S503 a § &c2 5, PP © © fl B © o B B O O « © >>>, PPPP 03 03 fl B o o fl B c o QO .2 t» O 03 2 "b 2 >- » >sO PPt> 4- ° -5 fl ©.A o fto O O ®ga r© § .© _& *2 © © O'© im iill Po , j : • i • • t5 • 2 * 1 H ri • • • oo • • S 0 * * * • rd * ' %■ a ; ; • fl a u : :? *■ ; ! «h "2 o \ a : : ° 1 ^ : fl : ; -e -fl -© ; a : : : : ~ : : : a ® pp : : a 3 :::r© a®:: fl ^ ^ : B >• fl : ;w^ ; : ^ 2 la ^pp : : pv ■ : ^ O f -I =2 B O© g S? B rd a, c — j H © B rt O o 6 2 a o ^ O fl « « 9 cz .B § a W u H S o H W P3 P B3 HH H ,0£j © p a- o © ® ’. «a>£; © c b 9 -gMj I § | go £■^'3 © W O CG PP 0 HiSS iis *2? Ph &© | g 'B co • O o 8© 1 1 ^<1 B0 © _^* O 0 'Aw O B » ^ fl<5 A >3. fl b o3 2 03 -fl 1 p ? 2 BQ Phc.” HO pa oi-oc/2 m w ? t® -si g£ .s.a-?^g -gift ? ft© .o | Pr§ § OO <50 P'2 c« P bJO a bn M 2 © -M aJ* _ b£ ^3o. ©’3 aijj g5 .!-§ ,-S bfcO'a C-£ S -P'S I w P-P^ pj gd _ , © © p.g a a © >503 C3 o. HO H 5P9U g c.gi.2 ^ © £ PS© o C ® P.cS s HO WH O M Pi • • s s>g> E| | Era .a 3 •¥, S o a a a £ bcOO § bb.2 o o ■a c a ? a O'P [jOO ft OHM -5 SO &s> ft_a 02 1> s >)S c3 a £ a. 2 P'S © > da © a a o Cj2v3-a o-a ft a ®-p P-p ? sasaS, a§ <1 ^ o o •-a p a o a %o <5o O+ocO !Ta c3 £ ir ^ y >5 POlO w <1ho 22 a §3 © 3 >5 >5 HM •uoT^nu^sni oqx ©a'box ox pajinboi o.re najppqo qotqAi. %n 9i> y ■+= ■+=> a a o o HH •poxxirop^ 9(l -£cm UQjppqo qjxqAv pj oSy — '-a o P HM a jg-r1 g >>® 3 ^<1 «,a a S' Hi O o; .a a a.® ® a OQOQ a a -p >-.0 © ■p-a a a 9 3 c a pq OS © © a h p^ g g a aa « CM H £ ©O § ItsS Haga ■a dP a O^ £ si SHH wJJ nJ Til _« Or. a0 g rt ®r3 a os aa © © aa Haaaa 3 SO g£o Jl| a © 3 H««2 ©O^ a) o 1 Pi «8; O a b® a a a. a ®H a h a ^ o *02 H a “ ’o ^ S’g 02 oHil5 ID 3 tfT1 rn p, -Big]?! § 42 S © ^ 2 A ooO hM CM CQ CM CM CM Indentured until 18 years of age. H O Provided with situations. ^ Effort is made to securo homes or trades for them. Indentured. Bound for a term of years with privilege to learn a trade. Industries taught. n Farming, gardening, gen¬ eral housework, and sewing. Domestic economy and horticulture. Sewing . General housework, sew¬ ing, &c. General house duties - Embroidery, housework, and sowing. None . None . Baking, carperftry, gar¬ dening, and shoemaking. None . Trades and other employ¬ ments. None . . Farming, knitting, and sewing. How supported. e* i i i P, c g | f 1 ^ > w P 1 1 | i i w Contributions, legacies, &c . Voluntary contributions . Endowment . Appropriation, contributions, and endowment. State appropriation and board of children. By endowment . Contributions and endowment .. Appropriation, contributions, and endowment. State appropriation, contribu¬ tions, and labor of inmates. Contributions and “lodge money ” of the boys. By contributions . Donations, endowment, and sub¬ scriptions. •aoi}trp}sai oqq OAuaj oi poamboi 9.IB uaappqo qaiipw o§y H H 16 15 No limit.... No limit.... No limit.... 18 18 13 Boys, 12 ; girls. 16. 14-18 No limit .... 14 No limit . . . No limit .... No limit .... Boys, 12; girls, 12-14. •pailimpu oq Aura uoxppqo qoxqAi in o§y © 5-16 5-12 3-10 2-10 4-8 3-9 3-11 Boys, 3-6; girls, 3. 6-10 3- 12 4- 10 Under 9 . Under 16.... 3-12 Boys, under 6 ; girls, un¬ der 8. © a c3 ft - 1 s 1 1 & l ? 6 i i i i uiauo V i \jhcvxx O-Lvuou . . Aimwell School Association* . Baptist Orphanage . Bethesda Children’s Christian Home . Burd Orphan Asylum of St. Stephen’s Church. Church Home for Children . The Educational Home* . Girard College for Orphans . Home for Destitute Colored Children . Jewish Foster Home and Orphan Asylum. Lincoln Institution* . Newsboys’ Aid Society . Northern Horae for Friendless Children . . Philadelphia Orphan Asylum . 8 I is 1 8 1 1 1 I II I I la STATISTICAL TABLES. 795 ■port of the Commissioner of Education for 1879. Table XXII. — Part 1.— Statistics of homes and asylums for orphan or dependent children for 1880 — Continued. 796 REPORT OF THE COMMISSIONER OF EDUCATION. . 0 3 B a ^ o a S3 > 3 © O « O 's 8 © > c3 OP o o a“ S-S O s < n fco 5 tc 3 (> ©*rt "is! sg p 02 « o If-S >.S ® i|§. . S .fee feu © 6 ■ o op 1 §« ©'£ g ^ [ x.rd x ^ •1*1 irflrff © ©=„ fc£0 id o£ O ^ O O fe=t- . ° ©3 ° 8 ^ o 2 a o O o [1.3.11113 I ;P oP P o C3 _ tio © pc o © a> x o tx" II X x C O o o o ® ® a <'£ o PP o t>> OS 3 a .2 © ©^ -d a*> »j p. m -ri §§£j a x'rS^ 2 ® ^ -go © > g-g g-2 © a s & >,§ pp p •noi^n^rjem eqj 8AB9X oj. pMinbai gj« uojqqiqo qoiq.ii (ju o3y O ® ^p ►© 3 kW ! "£3 p^ a Hi •2 o « f-i oS O GOrO llo ,0.0 P A X 3 0* o 2 a p-g o Mp a & x s 3- £ CO 0,3 > ■ [J- x 33 .td X ’’t fl 3 0 3 ^ Pm m m &0oio ® * Ood 33 © 03 3 a « t!2d 3 Vj i | fr§ g-p & T"1 r* X CO »o CO CM CM CO CO CO CO CO CO hOOOOH CO W CO ^ ^ CO CO CO CO CO STATISTICAL TABLES, 797 o’o p tic tjj O rt n.Stc’S ^ 3 § 2 " : &S ® 2 ® (t 2 2 l,”" ®T M •*% .^cS.g c3 rt t* I £ O © biD 'o o a ^ ® 5 o p eo fc a O O 05 w Jo S 1 § ^ a «a So. Srj be o ^ P-1 CO ^ ? © p S •2 Is Mr® O ;0 PH t>RP<1 O co *_£ P C3 G ’-+H O H 05*4^ QC ©'d G 9 G S ,G o ^2 05 fl a> o K2 o fcfl fl MN ca w cs ca co in in oo P P So a <5 ft 3 co 23 > :-. °Jso l||M P3 o^h •a a a c: S a « a a co a mm II m g B a 2^ *3 05 JM O OO sl II .2t> N0CC5O t-i d Table XXII. — Part 1. — Statistics of homes and asylums for orphan or dependent children for 1880 — Continued. 798 REPORT OF THE COMMISSIONER OF EDUCATION. •juaJC jootps }svq 9q; ut Qsuoaonx 33 • Cl • • © © . to © . •© •© .to 'to > • • d • ■ - © . d • d • • • •eaumjOA jo jraqum^; fl W • LO • © © © • u- . © © © • to • d CO d ! © © ! o • © • to • rH • d © © © © o ©©©©©© .' © *©© ! 1 © to © © © . © . to • i rH CO rH © d « d • rH . « Instruction ; number taught — •oisnj^ w O in • CO © r-H 00 © © r-i ^ O © © ^© © © rH © • tH © © d © '00 CO H • 1 O •SutAVCJQ o « o • • • • lO • © • ; ;d • • °s° |3°S° : :°° :° :S3 •orpraqaT-iy Ci « © © lO CO ^ t>OHd©d O iO co »o l> d d © ©'d CO •© rH ©^H00t0HHHCDO^I>O CCHClriTjiCJHdd^HdO) •Srn^u^ § © © © CO d d © H d IQ O0 d »- lO © © © CO ©r^HOOLOHHHCq©l>HCO COHCQH^dHdd©HCOOO •“utpBsa; « 1 © © iO rl COO d © H d lO no d — • to co i>* oo CO CO d O^d CO c^»-i ©H©OtOHOddtOI>35CO CO H CO d Tf1 d H d d © H Tj' co © tc a fl CS ,g O •eSuqpuno^ j « i * ° cq©^©©co©oo© CO rH rH ©©©rH© • ' d H rH © j j •sucqdio j[uh j § 1 • ■ m ©©tO©©©COI> • © d i-i © to d CO • d CO • rHGO^J©d©'^‘©tOtOlOr--CO •sucqdjo 5 1 ^ i dN©^oiOdicoot> d 00 COHH r-J iOH©Odt-OH^OOH©OtO TH © rH r-1 rH rH rH rH © rH CO d Parent¬ age. •ugpao^ j « i c* ! d oo © d • 1H © CO © • • • • d • to i— 1 d • • • • . co .... •lO 'HCOd *©©©©tO© • • rH rH rH •9A^T?|X © to TjH iO COLOCI • 1 Hd CO « • • • • • d tO oo « • • • ■ -rf • lO rH CO tO tO ©O H 00 00 •CO •dt>NHdC0t>dH'00 © i •pajopo j H © © © • © © • • • d © • © CO © ©©©©© • •©© j© < rH •QlRAl © HCOCOiOOOO rH Tji © d © © d © • CO CO 00 • d © CO rH • CO © © • CO l> rH CO H* rH OOO^T?LOiOtO©OHCOh. WW«0(MOO(NHNCOCOdOO Sex. •apum^ ! 2 © CO d CO ^COH^. a rf d © © CO © © © rH CO © ^d H n CO © H d r-J d ^ O© to to d © d H •© ©I>ddCOdHHWTtd » '•H •9PR 00 11 0 31 12 1 ICt l i «iOOlOdHH©^ • • CO © l> t> d lO tn © © hH • *co©oo©cooo 00 © CO tO*|TH CO too •gjnjipuadxg; 'lOCOKCOCJOOOOO^OOOiOOO^ CO CO O CO ? iCqOiflNNNrtM' OOOGOO^ tH Csf d* d* r-T cT to" mooorto^ Ol-OO’fCO (Mt>OO(M00 •omoouj I O O © © © © d ) © © CO ©©©!>• • tO © © tO © © Ih ' Ci'&tS d~ d~ t-T CO ^ tH~ TjT punj^n9UHULi9d jo ^unooiy ©©©©©©© © © © © © © © © © © © © d © § g e H 0s\2 JH O O CO ffb a 2 as I! 0 S fl •It* gg M fl o3 o <1o 2 J fl n _=? ft ^<4 fell ^ © fl fl 5 >S$ci-2fl BS^h 5 2 ®o § a '20 fl HLfL® © a'S fl £ 2:^:2 is §3 « .2 >-.0 | a § ®'0 '^'”’ch2 S’-*3 o flsils &® 2 96 £" 2 is J3 8 -a M ey8 ©° 55 Jg i-~9 g §> si £ rfl'fl®S2'a3^:H^i5fl^o©©© fcd 2 fabrfl 0-2^^ a rtr a 2 2 g &2rt © 23 1 • o’-M-l 23 § S |Q 3. a < » 0 o §6 6* „ ^ 1 I at !? a.?3 * il 2 ®0,a • O 2 a 3 £ a^s^p " H a> ■ ~ C$ O W - ■g o- £7 CD O'" M 2^0 g ||6 § nfl h © “ © j| ^ §) nfla|a5 a^t-vq fl-O OS 03 ^ „Hr-i ©Ee] iS^'^sIspg '.2g|2|©|8fll a. fct3 fl -2 a/2 .2 -2 g 1 q o cr&bc-a © [cq<1tooOHOPPa ldCO^UO©l>aO©©T < tO © tH 00 © © • STATISTICAL TABLES. 799 © © 8° : ;8 : s : : :3 °3° 8 : 0 © • • • -H • 0 0 . . • cc • © :l :s 8° S| i r-T : il : $ 1 iS i| ||g : : rH 11 383 i is ii 8 1 illl oo • 8° 99 9 Zl t 08 •' 01 0 0 1 0 H* § 3 (Mj^© ; © © j © rH © • 5° i°83 i i © © ■ m © • • © S © OO © rH © ©©rH© 88j? 40 76 83°S888 § 8 83S8 8°8 S3 52 3 45 35 .. .... 1 100 16 54 (M 88 ;8 rH lO 3888 88888 3§°2888 8 40 46 75 20 100 ’26' 22 15 888 ;§ 15 54 70 37 150 3838 30 ,208 150 GO 76 8gc’S88g S £ "§§s g is £3 888 :§ C$3 90 37 150 §°31 © • © © © © • © | rH rH • © rH • © © - • © • © © 0 0 *6 50 ! 0 • © • rH © © • © is 38 22 260 4 5 29 7 ii 27 8 :8888 | :S 4 25 13 24 82 18 50 60 n 01 OO • t> • 92 15 35 is c$ s 10 47 6 4 12 29 24 3 100 TJ4 rH 8882 8 is 18 20 13 37 33 13 43 38 888 rH 883 i 3 i • 88th • • rH • © r 50 43 . . . . .... °0«°0rHg0 • i © rH- OO OO © © • TT1 • s : o 275 9 3 3 6 87 150 35 140 166 22 45 3 61 115 24 4 8388 383^ N CO © © o © • © OO j © • © | © © rH © rH j © I © © © j © © Lf Z\ © © • • © 78 200 225 G8 96 32 307 10 10 ’37’ 97 27 127 3 S 8 8 co 8 So 0 22 45 26 61 115 35 93 175 76 26 54 237 107 iso’ 94 147 218 40 52 320 40 87 125 24 46 rH Tji 25 130 ie’ 65 32 22 30 13 34 fG 6 38 175 76 26 0 279 53 47 150 94 69 112 30 20 180 83838 SS^SSSSS g igS 388 °33&8S8 i i :3 3 © OO © © - © r- CO rji 0, 092 11, 231 ii rf-T CO 11 i . 3, 000 4. 000 6, 116 20, 000 4,373 3, 280 1, 453 3, 000 4, 709 5, 000 1, 692 - • o . CO rH o • o ! CM to • to • CM rH • rH i • rH* • o © © © © 1 © to . CO rH . © • © • Ht* • • Instruction ; number taught — •oisnpg; M D- • © © © rH CM • © Ot- • • O to • 1— 1 H H • • CM • O • CO • to •Sutavbj(I © M • ■ o o o • ! ! ° ! 1 T* • • o • rH © e°3 : • © rH •oijomqxtiY © 5t 00ON • ©O LO © rH CM © CM © CM © rH CO CO •© CM C5 © CO CO m CO rH rH CO © r-H O CO © CM CO CM CM T* CO •SmjtiM. 00 5t CM O t> 'OOiOOrHCMCOCMCOCMO CM 00 CO 1 CO CM © CO CO 00 CO H r-i CO © rH © CO © CM CO CM CM ^ CO CM •Suipeaxi N CM O tH -OOIOOHOOIXMCOC51C CM 05 © .COCMOaCOCOrli-^COHHCM © S' r* © CO CO CM CO CM 8M ^ CM © M <3 d /3 s o •sSurxpuno^ © • o o o o • • o • • o « • © © © j CO CO © •eunqdjo ji^h 51 if OCOONCQ rH CO CO CM tO CM o tH O CM • O • b- CO rH 'CM -CO to to • to © . C5 CM © CO © CM •sunqdjo O O H ^ C5 CO ^ CM CM rH to 00 100 35 i 4 67 to CM Tt< • tO to • Tf © — ^ rH CM § © i? 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Mo += /“Vi »«-s OLOOrhOOOS' 0 50NQCON ^ O 10 M (N 05 ^ cq co " OiOOO -OiCOOO -Ot>COlO • lO CO CO t* 00 O 13 : JCBOOHOHOO P CD~ 0^ lO CO~ LO~ t* CO* I^OOCCHOO OOOOOlOOO OOOCOOLOOO OOOLOt>LOOOO t> H CO H CO ^30030 C5C0003C50 LO CM LO CO 00 O CQOOOOLOOOt^OO vH O O O O LO O O tH o o ^OOOOOOOOrHOO t* CQ CO t* LO* (M CD ^ ■& W.3 0 O a T^J < Pi'S, 03 •-1 £<02 ® O ®oO« P-P3 a a * & - gS g I §•= L° a&RO': r, C3 ^ O-H r< ^ Li * _< 2-2^1r3 § 902 «hS* o g ® o © f-S f— H CO >.•—* W " OU © , . ®’5 Pi O ®tlj Mh Ph ’ ETW 0 • *e ^ S on a : & ^ H G OJ fn d ® rrd O i ,<*“s • 2 § © fcA'I i-3u :^ © j 5lSUs|>,s alls | ?°e.2o P dO *?t2l3-4-<^-ki+= ®+3+! 6V® =s MpHHoWSOWSa2Ma2a20aocoO^OO «S^|o. §c.2l^l Oq'h'S o S02'J O fl Ph® « 2 0-2 3^ &&&*§:§ 03 03 03 CO , •ssMI g - TH ■ CM CM < tH • CO © rH - LO • © •oi^ounpxiJV' 05 O rH O 00 lO CO (N t> lO © rH © © CO co © l3 © in CM LO ©CM © LO tH IH © CM © © © © CO © rH rH £© CM •SuixiJAV 30 « OHCDCqiO CO © © © © 00 rH 00 O tH LO CM LO © © © © tH CO © ^ CO CO tH © CO © CMrHLOTH© CM Orphanage. •sSuixpunoji 26 . o • o o 58 © • rH o i-< eo o o i-i •sueqdio j{CH 25 CO H O 00 • CO rH tH CO • rH • © 00 © LO rH CO CO © © CM rH 19 © LO © ^8 © LO © CM rH LO LO rH rH rH •suaqdio C* Tt » CO tH CO • CM tH © CM © CM LO CO rH CO rH CM rH rH CM CO CM rH © CM © 00 CM rH rH CM CM CM rH Parent¬ age. •uSioro^ M Si rH rf< tH © 05 © © rH lO tH 00 rH rH rH rH CM 64 82 s CM © CO CO rH CO LO rH © » ’*W*K Si Si tH lO 05 O rH CM 00 CM LO © © rH © CM i LO © CO rH rH © 22 00 CO CO rH CM © tH © LO I • rH CM CM © CM • rH tH - CM © © lO © © © •oirai § OOHOJOinO OCOOIHOOH CUN rH H LO © © © CO LO CM CO CM LO LO rH © CO © tH LO © CM tH tH 1-H © © CO CO © LO rH CM © © IH © CO LO rH CM OO 00 © © CO Sex. •0XBOI9^[ 19 p-^HOXOh* OOOIN (NN W rH iO 10 05 0 05 • UO CM tH 00 CO LO CO CM t— 1 rH © 05 CO CO CT'OCOCMCO « 05 CM rH CO rH 05 H CO CM tH rH CM CM OcOrH .LO •9XBK 18 00005 00UOO O rH H CD 05 lO rH ^ rH rO ^ • © © © CO 1 • © rH rH up . • CM © • © rH CM LOMt^ ©^ CM LO © CM tH IH tH rH © © CO CO CM •9jnq.ipn:adxg[ 17 $26, 668 1, 388 11, 320 7, 260 al, 393 4, 000 (c) 55, 697 28, 280 21, 300 <299, 079 (e) 10, 829 9, 050 15, 284 CM CM IH tH © CO LO © rH CQ H 00 CM »o © CO © © CO CO © © CM LO CO cf CO'lo'lO 00* of ©~ •9UIOOOI 16 $33, 328 1 1, 835 11,473 7, 194 9, 629 a7, 548 4, 000 (o) 64, 630 33, 717 21, 440 dill, 843 (e) 12, 057 9, 088 15, 343 © c© CO CM LO © IH rH tH 00 © LO tH tH CO CM 00 CO © © © LO rH cf ocT jo'cfrf cf ©~ •pnnj prauunuodjo pinouiy H o o • • o o -6^0 • - O O • • lO 05 • <05 00 • < rH ■ i © 46, 750 74, 968 10, 000 35, 000 0 0 © © CM ©©©©©© tH © LO © © © rH of LO* of © rH Name. H 1 1 •< t c 1 c c 5 c H a 3 3 H 3 . H1 ® 51 y \ \ ij Orphans’ Home of St. Peter’s Church . St. Vincent’s Male Orphan Asylum . Cayuga Asylum for Destitute Children . Susquehanna Valley Home . - . it 4 !■ 3 ,£ ; C ? f H 5 f It 3 f *5 k 33 D C : c U i 5 Ii 4 + 5 * 3 1 H y House of the Good Shepherd . Orphan Asylum Society of the City of Brooklyn . Orphans’ Home, Church of the Holy Trinity . . Orphans’ House on the Church Charity ^Foundation of Long Island. St. John’s Home . . . . *5 ii I? n j ^ 3 f. y 0 3 t 5 0 2< 5 JO j 5 si \< i o il U u Evangelical Lutheran St. John’s Orphans’ Home . German Roman Catholic Orphan Asylum* . SI. Vinooui’cs ArnR un A flirlnm _ _ _ i : i • -j ■ a • 1 ; 3 • 3 : f r*s 5 2 s 2 >>< 3 ® H§ nil 3S-- 3 2 * jOa J 6 IS. 3^ 3 : yi u 3* 3 c 5 \ H : St. Mary’s Orphan Asylum and Scliooi* . St. Malachy’s Home . Southern Tier Orphans’ Home . . . Hudson Orphan and Relief Association . Wartburg Orphans’ Earm School of the Evangelical Lutheran Church. Home for the Eriendless* . . I STATISTICAL TABLES. so; 00 00 00 00 0 0 10 CN lO © © • © rH »0 • © CO 04 • © • • S • S » © . © 04 • © CO © • © . rH • rH • 400 1, 000 © 04 © ■ © © ; © . © © 1 CO • rH © • • of rT • © 00 © 04 • © • CO • © © I © © © © . © © 04 04 • © 04 © © © © CO © 00 © 00 © CO © r- © 00 CO CO 04 04 rH 00 t> O 04 CO © • © • © l> CO l> rH © CO rH © > CO © 04 • 04 © © © © rH CO CO 00 • © 0 • rH ’ © rH CO • 04 • rH 00 • rH 808 .... • CO ! © • 04 • . © ! . 0 • © - CO © ! 00 ! rH • © CO • • © • tH O O • Hr© • rH 00 t- O 04 CO © CO rH © © co e- rH © CO © © CO IP © CO 00 © © 0^4 ©t^°©°rHHj©00TH^J 00 © cr© 0 rH 3rH ©©©©©©©© l>rH00©©r-i©rH 00 00 O CO © © © 00 © © CO 04 rH rH CO©©COOi©COOOO©© © 00 00 © CO H © © H 04 rH CO r-H CO rH rH HH 00 rH CT’-I © 04 rH ©©©©©©©CO L- H ~: © 0 M © H rH 00 0 (M CO © © © 00 © r— co o* rH © co©©co©©cooo©©o> ©OOC©©rHT3i©©HrH HHXHtJi HHHHH X HP© © rH rH © CO © 04 © © © CP COtr©Ql>OHHO J J O rH • © © © . © . 0 • • • © • ; ; © i> ^4 rH Ol CO 04 © 00 rH © 00 CO © 04 ©©O4©©©t^00CO ©©© o©t>t>t^ CO CO T~* y-\ rH rH © 1 rH rH rH ■ 04 • OC 04 • CO 00 04 © © • rH © 1 t> © © © © © '•H 04 OJ ^ CO CO ^ rH H Ol rH 2 3 CO rH rH © © rH (M © 00 © 04 • © 00 04 t> © 04 • rH 04 • Ttl co H04l> ■ © 04 00 rH rH rH rH * rH © 04 rH • • -rH »C rH © © • • -rH 04 lO rH • OJOO©CO©©Ot^ l> © © © © 00 04 rH 04 HHH rH © © • CO © ©t^OOCOOOt- tH rH 10 © Ol © © • © © rH 00 © © • © ^ © 04 CO * rH CO • © « O © © rH © • © © rH rH rH CO © 1 © ^H 04 00 © • CO • © 04 I>- 04 CO tH 04 t>* 04 CO 04 rH CO rH (MNONOOCOCO XOOHOJWOCOl' 'COOIOIO^WCO O CO X o o '00 005^005 04 O CO H CO iOCBO ro'cfccf 0X^0 (M H X Cl M'NOX CO O H CO O ^ CO CO 'tOHiO C3HCJO COOWIO TjiCOiOOO otf o' c\T of co* t- o' o' o o o o o o o cfcf •S C3 oft 0 O ^ J§ rtf J.O © ^ s © •11 1112 isll .go CfL| £2 gg. 3 JS>, o © « 02 O © © _ > © 02 rH © 02 © rH C© 02 CO © © 04 O rH © 04 -H © © CO © O ^ © coco^ooo H lO H OO CO l''- © oo © o o o o o ft >>o'£ 2 | p Qj®4s flOo .2 go, k - _ a a a t»h-p£® ° p^^ © S,© «'-*= .{^T^ 5 5 5 k>P >> 33 2J2 3o4 auE ‘ :<20 5! 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I si s^u i s $ 1 lf|g-swt> ® © rtrtcsoso^rroo flhWH&fcOOPSWMMiaaaaBHH a i grP • s ^°i-g el .2 a£ Js 2m ® PcgW ' m P © © — ft si t§w >P fn Pit® (S'*-1 3 9 2 p -p o g4* o . < o © • 04 1> o o o rH O tn o t> CO* 00 O O 05 04 nT co" of t*T ocT CJOOXt^ t>oo^co OOOCJTf iff irf of co of 0 © a “ a a o Hr 2 2- a -a O ■ K' iTa&ii & ® P co © < ![>X050 ■XOOHfMXr^iOONXOOi . . _ IXXQQOCJOOQQCOOOOOO O O O O O rH rH » IHHHHrlHrtHHnHHCMNWWW 04 04 04 04 04 04 040404 04 010404040104 P h3 rT* rp GO © d £ ®^.2 *.g .sa*|a 1 £>2 wife ^ 00 pd p J2 do rS^^’Sj rta a^flfl §2 g© m O 0 CO rp CO ^ t Sl*5 © H §|1o © © 2 ®ao ® © g^O ^ ! & ® 2° J © C3 ^5 o ^ II S-i 1 2^' 5 « © olzi^ 2 ^3 «r H H RH r^g Pi ©> ^ >s e*-i (3 ®S m a 'o 5 o .S 1| © © 033 ^5 ^2 OP3 O0 * m © ag 2 pi -2 a P*a CC <1 O P3 o Xl 0? r9 KOH t>> rt 2 ■'33 a Pi «=ji: &» oo ^ s°3'|A _ „ a I a^ ^ , ® © Di^g-S P o ’p^’3li<5" 3o-5;s ££0^ a 2 Phk- c/3 O Ph C/3 c/2 CO O 02 CC H OXT'r x!r^r © O - p ® o :-2 g § g ' g-p^ I > ® E3305 1 2 © v _ 1 H+j f 8 •^ C/2 rfi 'S'g-© ^ PS 2 a cnu.9 s a s’! s* ® 93o 2 ® .5^5 p a , ^ © p a © _s ^^>5 a^o ©•P'S ET-^ , -rH rg © y> M i gg£%2-| ! a p<-2 . . a O © ^ co • "2 'S © -p' p, ®-£ «. © u o P-< Cd 06 © & _-. M t~r© © P' as a *-.2 p ®+s, &m^co E * Sa» ' ; tH-®” > A p-S p Table XXII. — Part 1. — Statistics of homes and asylums for orphan or dependent children for 1880 — Continued. 804 REPORT OF THE COMMISSIONER OF EDUCATION. c2 4 3 •j^aA xooqos ^sni eqx ui eseajoni 33 OOC3 • © • • • • O • O . 1 CO • 1 • 1 o . . O ■ O © O O • • • lO CM • i i i •saumxoA jo requm^; « W ^04 ! © © © HfOO • O © lO © • CO CM o © o o o O O O CM H* CM CQ CO o o o . 5-8 : 'S ! o o o o o o o • O O O OO « rH O CO CO • eo Present inmates. Instruction ; number taugbt — •oisnjif H « © © co © © h © OOrJiOO H O r-i rH H CM CCi-i • j ■ o rH 00 o O O '< 'OOWH O * • I-H rji i— 1 • • "SuXAVtUQ c W u- • • o o o * © • • lO • O CO ■ ' 05 rH • • 00 O lO CO o o CM • © j j CM © © CO •oparaq^iJY 02 5* OWt^LOOiCO OO CM HO © CO 00 no rH O CO • ic fr¬ ee J ^ 05 O CM COOOOOOiOOCQHOOiOO OCMOO^CMOO^CM^rHrH CM rH rH •Suixir^i 30 Cl *• 5* OlCCOO^OO OONOOrJiOO o o • io CO CO • tJ« 05 O 00 COOOOOO*OOC5rHkOOOO OCMOO^CMOCOCMt^CMCM CM rH rH rH •Snipnag; O O CO O 00 o o 00 CO © © © © © »-H rH rH OOiOiOOi H O Is- H X o CM lOooocooicoHCOHoo CO^OiOrJHCMCMCOCM^CMCM CM rH rH rH Orphanage. •sSuqpuno^[ 51 O • lO • rH O • ; CO • • j CO O j • CM rH ! ° © © ■ © CM © © j t- •snnqdro jx^H a o I CO O r> • IT5 O ' t>0(N • CM H OOHH t>C5 rH rH tr- CO CO 05 uo o t- iO • tO © © '©OH • tH rH ^ ' CO CM CM •snnqdio 3 rH 'OH^OLO rH . CM CM O CM l> CM kO ^ CO rH CO (NHt>HiO rH t- o O CM •OHCOOOHOiC© « CM lO CM H 43 f 4 rt & •ttStaio^ M 51 05 O CM • O 05 • CM CM |^0 • CM • • CO CO • • ^ O • • » . rH • • ! ° • © © CM '©HH • rH CM ' CO • H • •OAIX-GNT § COOt>COt>NO lOCMHOfMHO HH CM rH • ■ ^ CM CM • . . CM J CM O CO I> CM • I> © lO 'HfOI> • tO CM > CM O 6 o •paaoxoo OHO • lO O • rO O O • • O CM • . . CM • j o • ^ © © j © © rH © •9IRA1 § t- 05 CO ' CM H CO CO CO rH 'OHO CO LO O O >0 ■ rH H OO lO lO O • LO rH rH • CM {MOOiCOOOWH^OOO ^t>OOOiOCOOOCM»OHCO CM rH rH rH rH M © 02 •QXeuto^ 05 CO CO O CM CO CM COCMHOHH H rH CO CO O CO 05 H ^rH COCOiO^ CM r- rH tHOO I CO O-^ 05 rH O 05 ^05 t-O <(M »(NHNHH •9XBK 1 a oo i> co cb io co co rt< rH t> T^i UO CO 00 CO ^LO 00 CO • 05 CO O CM ^ 00 'lOHCO to ^00 OOiO^OCO^OHifMrJi CO 00 CO CO 00 l> rH CO CM CM •ein^ipaadxa; T°°1 t-com^oocoo OCUOC-OOHO 05 t>- CO rH 05 05 O CM O CM" 00 05 O O CM' rH rH CM HH £0- e 3, 500 13, 333 10, 000 4, 562 21, 875 O o o O T* • rH t>- • 05 Hji . 00 o-' . CO . OO • ' H © H LC O © • • CM tH CO CM rH CO • • CO CO © © CO id • • C© r-i r-i 40 r-i •oniooux ot>cot>o OOHHCO CO CO of o' OOOOlflM - - _ O O C CO CM © © © • lO CM O C H O O CM O © © © tjTco'cT gi © i cfoo 1 ■piny juauuuijocl jo jimomy CO o o ^ o o o o o CQ GO r-T o o to o ^ © © H O CO o 02 C3 2 43 ^ dW • ® s-i 5a Sco p ^ eSh -g*f«§© ° ho ■ * gl> W-3 '"SS :gs CO _ 'g i <©<1 pi o-Pts t>43 ° 5 S « - ^ s • >j t>>CQ cc ^ <1pq 'w*. a 3 ‘BdH go o © o 2 i°fKis|3 <1 C5 ^ i’S'g | 3 fs ® a ® 8 >,3 g g t>i #3 S 2 73 >1 fipfr-fs^og-slj g'S1g'e!o3a s^ftJl^&gftlga ISSB^J g«5°o H Hs m O 02 M O H o O O £ co ffl HM»TjH0!0t-®01OHNC0'#L'2Ot'00OOHM05^inet>0001O NMC'lWffgNfKMNCOfJCOOSmcnmcOMM'^^Tli^J-^^^TlJSS «INNN(M«IMPINN(MMQ-1MN(MNIMIMNNNNWNINNNW(M STATISTICAL TABLES. 01 IS O O O O o ic o • o o . o o o O • IC IC • CM O rH • • rH o ^ . O CM • rH • O IC O CD O • CO rH . © . © © • ic « J ' CO rH © © © © »-H © IC m CM O • • rH © l - 00 © © CM CM rH o • • o • * o OO-g-O O • IC o 00 CO o o 1 Ht>C5X(MCO . rH rH rH IC^O * CO rH 00 • CM rH • O O 00 • o o 05000 *co CM CM • IC © © © IC ‘O CO © CO © pH ic ^ OOOCOOO MCOOC5 00rMC ic rH CM rH rH O 00 O O 05 1C O CO CM CD H CM CM © ^ CM © 00 t> © 00 CO © CO © © 00 CO © » CO O O O ^^tH O CO CO O C5 00 ^ K5 IC H (MHH lC H O O CO rH 00 O CM rH HOOOOOC5 IC O CO CM CD rH CM CM © t- CM © oo CO © CO © CWOOOOOMHO^^OH^OO^OOMOO Hfi O CO TJ» IC H H CM rH 05 O CO rH O O CD O OO CM CD H H T— ( CM rH rH IC • CO CO » © CO © CM © H^O CO CO lC • rH rH rH rH O rH CM © oo • CM • CM © - • 'Shoo • • • ^ rH • rH CO CO 1C ic . •’ CO 1C O lCOOCOOOOOOlCl>CO'MTt>'^OOCOr-405 iCiC(M lC^OO^COTjHC5^HQOiO^COCOC5COCOt> rH IC n H CO H 00 CM rH 05 O 00 rH O 00 O O CO O ^ CO t o o o © t>- © ic © o OOOCOOtJ^MO ©OOOOrHrHD- ©OlC©iC©rHt> Or^OMO I O 00 H t> 1C OCOHCOCOiOt O CO H CO CO ic ic CO rH CQ CO OOOIO^HHO OOlCOrHOCOO ©ChC-©CMC0^© CD* of r-T cT oo' of 00" ic' rH © 1C rH © CO o' of o o o © 00 o o ~ O 05 O CQ H -Jc 5* pi ifl o 3 2 >>ora aOJ | flO o O-P u?£g go © gs a r* F R - V W §sh d a 2 c3 O £ ^ © "C <3 pR © tc R ^ ■ os • ■gw Si 53 a « pj| 3 (og®o3tla.s a c3 'R © fcfl <1 © R ,-P * w •-■ b-. g 0 g 'in >0 0 Jg pj. so.2d» ' 0 t- «H I §1 0 2o © 8 Sj © ao PI "3 d|oo JrH 5 TO © m ^L_J R _ SR C’T M fl ’ w s'kfei fo'g &o^o ©,§^? g Pi ct rH 2 *H hH 7^:3 2Cj ^ Hp^O^ a^5td-2 o o5 cj&h ^ or?W^ P ©,2«4h 9 ’pL.® 2>U)iy) ^ ~ oM^ Ph £ u 2qOw h 2 S o bS ©73W ph^hcS 2 ^cd^c2 o£ © © 2 g 2 © 802 “Sg Sd o o d5-2 o o d 3 2 o © fl £> a o'S.a il § ®r2 g .sl^pi-g g-eJ-s >=5^ al 1 o ■* a -g © 8 «'d52 8 ..i r ?r r ci' o cP Hfioao PajooOPWo^oWPPtzjoQFoQWo PHHPH P^r :o g^ © •>„ R H a * &s g © r* .H 03 w W2? Fg | - o *0 © 2 IoJe^ RRR © CI © clT °PrP * £023 ©.» O O-r- © psc 111 III! ££^hs £H 2 d Oa >>-g ■§P ! a d © a . n c O fP «ISi ) © 3 o :5do| ) ©’c'§R 3fe S ' ».S © © 'LOOt'MOO-JNM^LOOl tMOONCO OOH«KT»inOI>OOOOHIMM'#lft2 t- t~ l- t- L- I-CCOOXCCCOCCOCOOOOOOOOCSOC-. po lM oa r-1 U W C4 CM CM C'J CM CM 01 CJ C4 CM 805 * From Report of the Commissioner of Education for 1879. c Children attend public schools of the city. / Also 10 unknown. a Includes $18,148 expendedfor permanent purposes. din 1878. ^Succeeded hv “The John Mclntire Children’s Home, b Indians. eErom taxes only. which was incorporated in 1880. Table XXII.— Part 1. — Statistics of homes and asylums for orphan or dependent children for 1880 — Continued. 806 EEPOET OF THE COMMISSIONEE OF EDUCATION. Library. •jnaA; xootps ^sbj oip hi esnajonj § • o ■ > • o * • > ( 1 o . d • • » « rH • d • CO • • * *00 • lO . O O •saranjOA jo aaqumyi; e* w o • o o • 0*0 • 0*0 • o “ Cl • o • Cl O • O . . . O CO • C3 O • O • » • CM t>- 1 C5 CO • Cl 1 1 « CO CO 1 CO • . * . cf • ' O • O O • CO d Present inmates. Instruction ; number taught— •OISUK 1-1 n . o o o o o 1 Ci^GlO^ r— I CO C J — 1 rH iH co co CO 00 O CO co CO 00 CO ^ ^SiH CO Cl O O O d OOO CO H tH O CD Orphanage. •sSuqpunoj cs c* ooo ■© ° j rH j • j ° j • O rH O O O O i M i o •sunqcLio jxujx o o d i o T-J 00 O Tg CO CO CO HO b- O OO 1-1 rH d o O d IO OO^H CD iD • •streqdjo « Cl • o OOOt>OOC5 1-1 Cl CO O iO • ^ d *001000 rH • t-h ■ Ot>HH ■Hi CO • CO rH • 1 © IIP ft •ugpjo^ W « OlOHt- • T-i CO CO ■ rH • • • co • • o rH * * • • t> • « O Tjt • rH • •OAi^uyi; | 5< C* • a ! ^ CJOl>iOt- n Cl i— i rH O * * • 03 CO • io 00 io • « • d co • d d O • • co • • 6 © •paaoxoo e* o o o o o CO OO • • 'OOO -OdOOO • • • d • CO ID *elTTLAi | © e« O 00 !>- CO o CO Cl o CO 1-1 O lO 00 Cl i 1-i CO CO Cl • COCOlOOHt ' H H O GO • O 00 OO COTjt CJ t- * rH H* d Cl 'TWC5 • d d i-H O tH M o TJl •opum^ © r*t d Cl O O OlOOO • it H CO CO Cl H x— » CO CIO • 1-f o OC3ddCOOOI>t^OOt>OdCO CO i— i HCOHCJO drHCOdlO ID d •8FM 3D CO COOiOOOCOt- COHCOOiOt^ 1—1 00 CO l> H CD H LO coh-wooHH^^waioocoo COd Tt* rl H T H HH ^ HH O O ID O c o © •9JT4TpTI3C[XT[ fc* H CO CO • TjiiO 1-10 • O CQO HOO co cj • a> o xfr j CD Cl Cl o to 00 CO*1 lO t^LOCOOCOHOCOH i-idCOOCOOOCOHt CO^HOHOOOH ^}t rH rH CO d" rH OO" d" rH rH d d 2,500 3,000 5, 000 * •araooux « H OOOOIO r - ooo o O O O CO 05 Cl o o o Cl Tt< 1— 1 ■€e- t- CO Cl ic Cl o o o o o OCOb-OCOlOOC3iO O d C3 O O d O 03 CO lO^CJOHt-OOH ^ rH rH CO CO OO" Hj d 2,500 3, 000 5, 000 o c o © •punj ^uaueuLiadjo xuuouiy $974 0 0 25, OOO o 8, 000 1, 000 60, 000 20, 075 23, 970 185, 000 0 4, 500 o o o cT ID ^|l|| pj 9 2^0 2 3 u, ^ a 9 © ai, g 9 ^ o © a .3 ' n 3;g i§2a S3 asp So.2 =l^-§ >1.0 © ST, ® 'I « a SflSs HA® ai=© m o i® -ro 5 5 5 § >>*9, ^ b g § x- fi ii'Ti 2 ti'O I q_||2|^S‘g S^ftSH&l|li3io§SQft > 2 « 2 S£| 9£^ <3 g © 3=S§ ci ©vh o gp a _g* <] o © _ q W g &' bJ2 q H q 2 d^lPl « d ^ f3 c3 - 'tjj c3 ^ & g^.2^ g § J,g ^ O ?3 01 ,q 2 o £70 In § p a2 “p ^il2°Sb*a o|og'3'§-> S go ^ S-bS'g S'S^ho g O^a 3.a o ccOHrHOOpMMjM t-XOlOH(MW^iOCD^OOOOH!MW^lOO^Xa OC3 03OOOOOOOOOO . . J — ■ — 1 d Cl d 00 - (M M C O _ ^ . . . d Cl d Cl d cococococococococococococo CO .CO CO CO CO CO CO COCO CO C0-- 4,000 I 40 | 50 I 90 90 19 i 59 I 12 i 60 i 30 i 60 i _ | _ i 150 STATISTICAL TABLES. t> CO O O (M CD Wt'HOONOJ o o o o o o 05t>0 o o o o OttO'O OOOOQ a iiii OOIOOOO IOWOOO OJl>050CO I O ^ 00 o i T* II I CQ • < a -OCON • 00 05 o o CO I*"! I O CO o O CO o o o o a a 2 * M WO a : £>1 g,a,o,2 k 9 ^ o><1 ^ ho n l3tl<=°« s-S-3™! 3 I • >.? |FS Se S ES £■§*$ 0l3-iwgeiM|^|gtg§,= §s ao o_3 tn - ^ &-^o a# ® ® ®3 - ®0. M - - _ 8ia ® S a.S -2£tlia o'w' a 53 rM Zj JB 3 a q® © V 3,0 3 2 M 3' rr-— o rM _ . o. ® ©3 © ®.2rtriSj,32o®'32 £?-~3 *fcd0'oS'1;i2^’o!3picS©2S22 •2 o ® o ^ g S o.^rw ® o © Om ” o o 2 o or; rH Si 3 © 43 0*^43434^-4-»5+3 CSi 43 43 -+3 43 53 43 43 ® ^ 43 .© 43 f^^ll-sI^t/JPHpH'JQCOCCCCWCCOajCCScCCCHcOiXiO^MKOOcC Ja^ « !oi?ao il'G >>§ 00 o o , iinooMOsor _ _ _ _ icaco- Mfl'MJ5?5MMMra«ro»C3^'®'tTr)i-trr-4irJ'^01f)iniOOlO eo»cocoioK>cocofococococoo3copjMcocccocoweocofocococoo5 a r£2 a a e A p p4^}t^p4 pi © © o © © © as as as d d d O © O £ 'A AAA pi pi © © a bB - 2 © as © i s’® a a p^ot MkS © ©> bid |u oS g y a -g f^c^P 55 ■S.S ©^ *s >■ as s3,®©^ a go ^ 6 F-< £4 ^ 55p^55 II « $d a.® a M O o 02 _ a . 'i e^= Jfig S5S 'IZOIjeZTOBSjO JO uoij'Bioisooni jo jb9£. ^ Cq l> t^ 00 00 CO NC5 • hpj Is > § © g 3 • . g g« "TS** | *fell*M* ffWl^2fil,sS«s £.fegSd-S£j*£.Sf)d£££ ©®yp®©fl©©eS©®© OQcaoa iz !z !z jz; X, • 00 n > on w W H ^ - w M PPpqpq Jzj 6 a & © A «i f P p . ; rt cT (*§/£- fH'S'dr ^4243 C -g-g © .d -d ' HPP j. "d 1 a P4 ■S3 n >3 0 <0 . a © © as d . 0 a £m SW -g Pf || "to t>j © © ■tdfl U 4° "to -g .s &.g © PPPoj £ © © s %A as >» « 0 42 43 rr a a d © 43 d d H I a 4-i OQ a«i ?ll tgf os J tn -TZ **H a a © d£ * S-- © M © o © S PW sg «h ® d^ sg«l III! WfeWB ■3 W O f© IN « g R-< 1 M © . .p p o © Jp^ H fcT^ 'O £ P O ce £ © hCS P © •P © £ I © ^ 72 e3 § 8 ^p ■© w 0? ft t_ anpp o © -g © -p© h+j P P © p .s| PC 70 P 43-S 0'S a © li R4© H •+3 P P © ,03 *C3 33 © © O p © 3 23 © Hi r2 © 2® «? £ 33^.2 © «^ P go aj,P p © gpasss^ P=H P 1 £ O © •*s> Ip g ft w1a . - © H © c8 « © © ,© S'© o r© P P © © © 2‘aa w ro p p © © © o p 3-3 g§ 2© r© © x> O I I P rH j-t © ’p P mP3 ®P &9 cq ^ ; © 1 1 1 « " 1 all > 43 1 X c ©4 o I 3 © 3 P O § © *c 5 2 M (H o £ © ti 3« 1| Sp gg? © © « g ic P © i'h P l>! 3 P Pft P P ° © P^ m P 0+3 © a P«2W t>» ao © +J © pp &v p p ©p Vs si TOW £3 p -e P-p a 2 o <1 eS O | & g s d « s 72 p I (M CO iO STATISTICAL TABLES. 811 Table XXII.— Part 2. — Statistics of infant asylums — Continued. 812 REPORT OF THE COMMISSIONER OF EDUCATION. •anal x00Tl08 eqx hi es^ajoiix •saranjOA jo aaqurnsj; C* w Instruction ; number taught — •otsnpf fH 3 33 3 3 •§UT4tUJQ; « 1 S ss 3 ■oixamqxi-iV 5 33 3 •SmxiJAi GG fit s 33 3 •SuipuaH; S 1 5 33 s Orphanage. •sSuqpunoj 03 03 03 CO CO Parent¬ age. •ugpjojl M « 00 CO O O o 00 » •eAixnjq; e* et ■ CO 00 CO o 03 o Race. •paiopQ o 03 rH CO rH O O to o 03 •oiTTAi. o et 00 CO 00 CO 03 o 03 CO CO 03 h* 00 03 to 03 to CO 00 Sex. •ox^niaji Si O CO _co 03 ^03 qH ?— 1 ^ 03 CO O ^ CO 03 ^ ' — ' r— < ^COHCOlOC ^ o O ^ r A _ °o S®^00 o££" o c "a 00 ^03 J •8FK GC H rO ® l^g .2 © o -1 -aJ £1 p .O >!2 HPPgqMPS H 05-5 °® ,'5 S-p -.q go ©55^5^ Hp,w © ZYG fl :5 ^ :og§ 1 rl •'G* P"a • c_i ~ ■ g,cS O g£pW, £ rs i— 1 -ro :5®tdo • f-t -*3 © ©co j5 g 3 ©■ iflpig 355 §£5 * i s g|; A 5 . p ^ b5 ^>>3^ O © Pja e8 O — Ph66mP0h1P t p.r INCO-CCO)OHN«l- From Report of the Commissioner of Education for 1879. c The brandies of tbis asylum are at Flushing and e In 1878. Kindergarten instruction given. Mt. Vernon, 1ST. V. /From appropriation. Average daily attendance. d Includes country branch at West New Brighton, Staten Island. Table XXII. — Part 3. — Statistics of industrial schools. STATISTICAL TABLES. •noij^pimoj ooms eajcuuu jo aaqiunu pujoi S.-^g 0 © 2.2 SO ©JO •operas^ •9IBK •uoijctnraoaap enoiStp^j; ‘UOIJBZITIB.o JO JO JB9A •uoijujodjoom jo jug a O r-l IN in CD IN co SmCl 0 0^0 t IO • lO <22 >>© H © S3 Siig 3 te 3 BSSlH® £ cs2/2 ©-3 ^Ofl ;W>-ofafa ■eg .22 fa a2cofa^So2ffl^ i u o o in Tf< oo co to -oi co t> o co in o o © tr. cr. fajj cf OOOfa P3SZ5 £ a a fafa ‘ _ ® 2S4j^ :J 0 0^ - -5 ^ © © 3-5 ©^ '©'© 2^"© ° - -.a - -+3+j'b y OO fcgp.paaiHflfl ©fa 0 g %%2§ || 23jjS£S|fafa ©©a^pfagg a? © o ® o • ■ fcfcHpHmopq fafa Pcoco 02 ,© r-i.-y o © 2 © 0^3 r- jS O * o a 02 a co M sails 03 * 2 3-3? oj a a & w 3 fafar-H a® §, o ©Jq w o H o 55 fl ’2«1 5 -S - - Sh1h ©(§ O ^ © o_ aM © £ ££g © £3 S3 02 C023 0 -g a -- a 02,0 b£ 9 o a ® 0 t o o 3 o ©o^3o CO 02 J® M 02 S3 ©r-H s-r&M* r5. 5 ffl 3 5 6© a a i« 0O co o •a) §-g co^ |m§ a a •cp 813 a a auco a o o o . . o ifaifa 6fafa ft fav”'.2rl >>>» (fs^Sl ^od © © 00 00 00 00 oo gia fa O o, rH S3 ® m © ro -fl oo ?h © .a rt ©02 © -3-2 M | g*a^y >sT ifa.Sfaa^S 3 3- ! CO f=1 CO M CO CO ."ScOh g-3 3 © P0M ( OlOHNWrjunO / From Report of Commissioner of Education for 1879. a Girls’ Industrial School was not in active operation during 1880. b In St. Joseph’s Convent of Mercy. Table XXII. — Part 3. — Statistics of industrial schools — Continued. 814 REPORT OF THE COMMISSIONER OF EDUCATION. sift 2 r- m co ewa t> M M C5 00 M NHN ©MrttO r of ol , teac and i its. •SOI'ETOQ^ 00 s Mg j® g a © it 0 © © © ‘sox-bj^; Z ep4 03 © 03 p s as93 P Opi 02QSai 05 > ft •noij'BzureSjo jo JB9i O O • o COI> ■ 40 CO 00 00 • CO oo co cooooo ooooooco •uoi^jodjooar jo Ji?9i s s oo 00 UOlO rH lO iOI>® 00 00 oc 00 00 w &Tj5 ^ g © las It£g f^J pa pp a o c g O o © ■ft • a , 0 & fefc* a a'| P WH pa pa ^ ' ©^ g§^| £ 2 2 PP6 . m to ;Sp >^ff* t» ® © t— I <0 fc P £ J © ® © 5zi fc * j* 1^*‘§ PO « ® ® H gq.2 c3 £ . £ 244 © ijafife „ ft PHO eg op ; P aa O ti 0033 jjff ."i.S'S'S a'SS p ^ MTS M -gSto-S p^m.S ft ^ -272 °ft f-l ~ “O'g.g _< o a+= pi's fill 2PP © M p.202 pj^P^ a fn ft « ® » r; Q n i CS g W Pm ■G aft a O ora Sft3 MO. Oh © ||S pftft "Sftft flMO a : 5 ; 05 ® aft &-o ? to ® S a m •o 3 ©43 52 |l W£ "S "S a a a a ■3^ ;s p 5 S^ CCgM dtci. 1 w ,t."G ^"S O ft, s |am M ®S P O ft w — _ , i JO “ a ft "p o o 72 "3 ;P !"o . o •ft • o ;o2 : tap • a i ® 72 • m ' 'ft o«2^ 2 2 a 0,2 ’o © -2 ° feCft^H >3 0^ 0 ^ P'g .a a 0 O ft 72 72 © ft © a ft .«2 tjft a pft «H ”3 ’>>'® ^ H M o|.1^§Po gjgp^g 5 aMft^ W H CO CO CO CQ STATISTICAL TABLES. Table XXII. — Part 3. — Statistics of industrial schools — Continued. 81G REPORT OF THE COMMISSIONER OF EDUCATION. 9 o p > O 2 £-9 Ph p •2 pi 12 © -e t> ngng © © rP P p S.S §§* ng 2 ® *p2 P P cS P © J3c3 rg +3 a 't-l I p ftp •iP p - bfi gP bOO 0 t> P otf P O M ©'ll p o w £ p © '3o§ SA a a a§ be A P bfl Or*" si | p £ I* M © ; Kd,p 2M w)2 2 &5‘ p p I bO §2'^ ©9^ © 02 0 02 P W . •rt .3 bo *1 § S| •I ® a § A® > ^ © p p*.2^ bfi © ® = P 3 O-P O sa p 'p 02 . ftp ..M © oo P^ 0 0'S a : ’B 8 J § g^O O S-d © >> wg a a-s l|ll! i| 1 1! Oo5®>, t>0 PQ AA •£ C3 ■§ a 9 .a •c P §*£ M ft +3 <1 §3 p -a £ Hr A A .2 rP P « O “■a r-H «2 la ll 'ft o 0 £% i-s §«2 MA ® ’sj id® ■S P P 1 PW P HbH CD O _ H1^ © A i2 p 2 pi fp ® p p .3 ta £ O M O P H A © © ^ < 'S "p ■C P AnM -gnggi © p § spa 'dPSrj . -8 AA ^ l§ A- rd P p p .ng SA ,1 M o be S-s a © fe a^gaa © © © © ^ © ® «2 flcOM fi £.sS|£ bef£ <8 bJObJO .a § b^.S-S WH tCO! a © fcio a“S bJJbcg •fls © © pO ^ ® © © .-© •P >J u -e p +» 03 _ . © ptp a © a S P<* 'P g bC PO.S 2 -s © bfi cS g.s a to P aa ; cs a i p o J O © 1"® >a > w $ fl-ga p > a 'o’S'o l>£t> £ a^| a a a'© o'1-1 o a o os © to © o m a-+s 5 o a u rP-p a O Od §-§ H o!«H 1 “rt O-I Ph p £ S* g >5-2 rp .2 %-a lT3j a aa a .3 o h o c5 P

« to c5 to rH •Suqtjm 00 « © I - CO to •Suipu9^[ *» c* © l - CO to rH Orphanage. ■sSntxpuno^x © O •sueq&io jx^H « 00 m t- rH •eucqdio | H « tO rH s © TjH CO rH Parent¬ age. •uSi9.iolg; | M c< IO ^ o CO >* 1 o -r^ 1 o 43 S»l .S'” o 0-2“ ■ fH , O ® 3 =W > © OTj 2 °lS 20^ I as-® 1 2 o*'!z g g , go § SoflwS'gW o.S,°3 ■ o ®^o fn'g'-g Jh(2 30 g -O ffg-SiS-a J*3 ll’i’i 3-S2*3l i 02m£ r-jCGOT fflflcCCQ^'P'S02'0 ®t!^l3,3rS,rt-a>'3'2'®,3,3 fli5 © 3 £ o-g-s gfl 2-S - - -, ®E'S32SmoH® °rH 2 2 ® ^2 3 da 9j 3hS O 3-g P fl llOCOt^OOOOHN HrlHHnCMCPN Table XXII. — Part 3. — Statistics of industrial schools — Continued. 820 REPORT OF THE COMMISSIONER OF EDUCATION. •JB8i£ X00Tl08 ^SB[ 9qx up 98B9I0UJ eo 1 05 o CO © © 200 •eanmpoA jo jgqum^x 2 o o © CM O rH O © M Ccfr-T 1,400 *250 508 © © © © © b- rH © rH Instruction; number taught — •oTShkI n © •Summer I § © •oppennpjxiy ^ j 59 257 © lO to CM © CM Orphanage. •sSapppuno^ •sunqdjo jpt’jj « © 141 12 1,484 150 150 19 41 © 1C ! O c3 « •pajopoQ ‘j •o^pqAL © © CM Sex. •ep'euie.g; H r^lOHCJ b- CO CO M © CO CO CM •9FK QC H CO © • ^ © © © • ScOrH CM • ^CO 3, 023 195 © © © © CM CM ^ LO © © © to •eimjppuadxg; l-^to .-T NWOtH ooirfioc-T MOltOS CO 00 tH io Tji a> to '9TH00UJ ■ spunj ^uaxreuiJB djo ?punouiy gl © o oa o'g-^ < .sSH 5 3 t* m 3 2^3 p o 'd r-< m © rdd m >s O **H Qj © i2 © o S- ' loQ wg J PiO cst> a,pi> E. ®3 o.gn h w43 ® Pig J3 CO % fcX3«r^ '^5l3 ° tr-S o ®2- ° o ■+3 a; M ,_, a c-i o to © , _ _ 2-S-^ o o-gM fl © o o P ® o o o 2 , © © o © r . , w - pa-p^Shi g-p^f 3 o a © ®3 3w *2 P'S feraco* _ Tn Cl l-gSiS •g &§w § 8 g coc» !o,g i— i -+j e3 «<<-< 3 ®< 5H3. o'” X ; 2® Tl ot/2 e3 -g^gg fl £ — © 3 50'S M w © d o ®”2 r? §.p3tf — o o © o 2_2r~’u2 © - _^sccchg<5 ®Fqa2a2 ^ c5 *n ^ ^ * cd ^ ,c^ >>® a § © © ©•© r—j" a ^ += 4= P ?. g o K ® S o,q+3 - pH 5 M w o e3. O’ ' M. 3^Ph: © p p p >iP'PrP: H.fl 3 J | §^35 «8l«8°g hca-p 3*1 Is 33^3 | ©-§3o ^“•.■Sgjgw J3 p 3 co p ^ 3 §3®l-2l§S®l ® 1 a gj & © I P FHMfl tc^HWfl STATISTICAL TABLES. 821 822 REPORT OF THE COMMISSIONER OF EDUCATION. Table XXII. — List of homes and asylums for orphan or dependent children, inf ant asylums, and industrial schools from which no information has been received. Name. Location. I Part 1.— Homes and asylums for orphan or dependent children. Asylum for Girls . Pacific Hebrew Orphan Asylum and Home Society . St. Boniface’s Orphan Asylum . St. Catharine’s Orphan Asylum . St. James’ Asylum . Atlanta Benevolent Home . Methodist Orphans’ Home . . St. Joseph’s Orphanage . “White Bluff Female Orphanage. . . Swedish Orphan Asylum . . . . Newsboys’ and Bootblacks’ Home . Nursery and Half- Orphan Asylum . . . . Protestant Deaconess’s Orphan Home . Home for the Friendless . . Colored Orphan Asylum . Evansville Orphan Asylum . . . . Ladies’ Auxiliary Orphan Asylum Society . . German Orphan Asylum . . . Kansas Orphan Asylum . . Protestant Orphan Asylum . . . Presbyterian Orphans’ Home Society of Louisville . . Orphans’ Home Society . . . Half Orphan Asylum . . . Newsboys’ Lodging Home . St. Louis Female Orphan Asylum . St. Mary’s Catholic Orphan Boys’ Asylum - i . . . Orphans’ Home . Henry Watson Children’s Aid Society . Johns Hopkins Colored Orphan Asylum . . . . Kelso Orphan Home . . St. Anthony’s Asylum . St. James’ Home for Homeless Children . St. Paul’s Orphan Asylum . . . . St. Peter’s Asylum for Female Children . Shaw’s Asylum for Mariners’ Children . Home for Young Women and Children . N. E. County Home for Orphan and Homeless Children . . St. Anthony’s Male Orphan Asylum . . . St. Vincent’s Orphan Home . Orphan Asylum . German Orphan Asylum . . . . . St. Joseph’s Orphan Asylum . . Home for the Friendless . Southern Methodist Orphan Home . . . . . Street Boys’ Home . . Nevada Orphan Asylum . . Orphan Asylum . St. Michael’s Orphan Asylum . . . Children’s Home . Davenport Female Orphan Institute . Orphans’ Home . . . St. Vincent’s Home for Homeless and Destitute Boys . Catholic Home . Church Charity Foundation . St. Mary’s Orphan Asylum . . . St. John’s Orphan Asylum . . . Home of the Friendless . St. Johnland . Children’s Home . . . . Montefiero Widow and Orphan Benefit Society . St. Vincent’s Home for Homeless Boys of all Occupations . Hnion Home and School . St. John’s Orphanage . . . St. Joseph’s Asylum and House of Providence . Home for the Friendless and Female Guardian Society . Home for the Friendless . Orphans’ Home . . . St. Vincent’s Orphan Asylum . Bridgewater Soldiers’ Orphan Home . . St. Joseph’s Orphan Asylum . Church Home . . . . . Home for the Friendless . - . Mount Joy Soldiers’ Orphan School . St. Paul’s Homan Catholic Orphan Asylum . Women’s Christian Association of Pittsburgh and Allegheny. Orphans’ Home of the Evangelical Lutheran Church . Home for Friendless Children . Orphans’ Farm School . Los Angeles, Cal. San Francisco, Cal. San Francisco, Cal. Hartford, Conn. Hartford, Conn. Atlanta, Ga. Atlanta, Ga. Washington, Ga. White Bluff, Ga. Andover, Ill. Chicago, Ill. Chicago, HI. Jacksonville, HI. Springfield, HI. Evansville, Ind. Evansville, Ind. Evansville, Ind. Dubuque, Iowa. Leavenworth, Kans. Leavenworth, Kans. Louisville, Ky. La Teche, La. New Orleans, La. New Orleans, La. New Orleans, La. New Orleans, La. Bath, Me. Baltimore, Md. Baltimore, Md. Baltimore, Md. Baltimore, Md. Baltimore, Md. Baltimore, Md. Baltimore, Md. J amaica Plain, Mass. Lowell, Mass. Winchendon, Mass. Detroit, Mich. East Saginaw, Mich. Marquette, Mich. St. Paul, Minn. St. Paul, Minn. Hannibal, Mo. St. Louis, Mo. St. Louis, Mo. Virginia City, Nev. Manchester, N. H. Jersey City, N. J. Trenton, N. J. Bath, N. Y. Brooklyn, N. Y. Brooklyn, N. Y. Buffalo, N. Y. Buffalo, N. Y. Canandaigua, N. Y. Greenbush, N. Y. Lockport, N. Y. Long Island, N. Y. Newburgh, N. Y. New York, N. Y. New York, N. Y. New York, N. Y. Ogdensburg, N. Y. Syracuse, N. Y. Cincinnati, Ohio. Columbus, Ohio. Dayton, Ohio. Toledo, Ohio. Bridgewater, Pa. Erie, Pa. Lancaster, Pa. Lancaster, Pa. Mount Joy, Pa. Pittsburgh, Pa. Pittsburgh, Pa. Hochester, Pa. Wilkes-Barre, Pa. Zelienople, Pa. STATISTICAL TABLES. 823 Table XXII. — List of homes and asylums for orphans, fc. — Continued. Name. Location. Part l.— Homes and asylums, &c.— -Continued. Home for Friendless and Destitute Children Hebrew Orphan Society . Palmetto Orphan Home . . . •> . - . Death Orphan Asylum . Memphis Bethel . St. Peter’s Orphan Asylum . Lynchburg Female Orphan Asylum . Friends’ Asylum for Colored Orphans . St. John’s Orphanage . Washington City Orphan Asylum . Newport, It. I. Charleston, S. C. Columbia, S. C. Memphis, Tenn. Memphis, Tenn. Memphis, Tenn. Lynchburg, Ya. Richmond, Ya. Washington, D. C. Washington, D. C. Part 2.— Infant asylums. Infant Foundling Asylum . . . St. Yincent’s Infant and Foundling Asylum St. Elizabeth’s Home for Colored Infants - St. Yincent’s Infant Asylum . New York Foundling Asylum Society . St. Barnabas Day Nursery . St. Yincent’s Home . Covington, Ky. Louisville, Ky. Baltimore, Md. Baltimore, Md. New York, N. Y. New York, N. Y. Philadelphia, Pa. Part 3.— Industrial schools. Industrial Home or Home for the Friendless . Boys’ Industrial School . Girls’ Industrial School . Blind Girls’ Industrial Home . Girls’ Industrial Home . . . Industrial School of the House of the Good Shepherd St. Joseph’s Industrial School . St. Mary’s Academy and Industrial School . Industrial Home . . New York House and School of Industry . Free Sewing School . . . Pennsylvania Industrial Home for Blind Women _ Pennsylvania Working Home for Blind Men . St. Rose’s Industrial School . . . Savannah, Ga. St. Paul, Minn. St. Paul, Minn. St. Louis, Mo. St. Louis, Mo. St. Louis, Mo. Albany, N. Y. Buffalo, N. Y. Kingston, N. Y. New York, N. Y. Marietta, Ohio. Philadelphia, Pa. Philadelphia, Pa. Washington, D. C. Table XXII. — Memoranda. Name. Location. ORPHAN HOMES AND ASYLUMS. Remarks. Home of the Friendless Evansville, Ind. Orphans’ Home . . Temporary Home for the Destitute . St. Paul’s Female Orphan Asylum or Indus¬ trial School. Home for the Friendless . Home for the Homeless . . Union Bethel and Newsboys’ Home . Carolina Orphan Home . « INDUSTRIAL SCHOOLS. Frankfort, Ky . . . Boston, Mass .... Brooklyn, N. Y . . Rochester, N. Y . , Utica, N. Y . Cincinnati, Ohio . Spartanburg, S. C A home for unfortunate and friendless women. Closed. In no sense educational. See St. Paul’s Industrial School, Part 3. Exclusively a home for old lad i es. A home for aged women. In no sense educational. Reported as suspendedin 1879, no further information received. Preble Chapel Sewing School . . Protestant Industrial School . . Industrial School . Philadelphia Lying-in Charity and Nurse School. Portland, Me . Cincinnati, Ohio . Mineral Ridge, Ohio „ Philadelphia, Pa . Closed. Closed. Not in existence. See Table XYII. 824 REPORT OF THE COMMISSIONER OF EDUCATION. Table XXIII.— Statistics of art instruction for 1879-?80; from PART I. — INSTITUTIONS AFFORDING ART INSTRUC Name. Location. By whom owned. When founded. By whom founded. 1 3 4 5 1 School of Design of the San Francisco Art As¬ sociation. San Francisco, Cal. The Art Associa¬ tion. 1873 The Art Association . . 2 Yale School of the Fine Arts. New Haven, Conn. Corporation of Yale College. 1864 Augustus R. Street. .. 3 Illinois Industrial Univer¬ sity. Champaign, Ill ... . Illinois Industrial University. 61870 The State . 4 Art Schools of Chicago Academy of Design. Chicago, HI . Corporation of Academy of De¬ sign. 1869 The Academy . 5 Art Schools of Chicago Academy of Fine Arts. Chicago, III . The Academy . 1879 Citizens of Chicago. . . . 6 Classes of the Chicago So- I ciety of Decorative Art. Chicago, HI . The Society . 1877 Ladies of Chicago . 7 Decorative Art Society, Instruction D epartihent. Baltimore, Md . Maryland Institute 1878 Citizens of Baltimore. . 8 Maryland Institute Schools of Art and De¬ sign. Baltimore, Md . 1848 Maryland Institute . . . 1. Night School of De¬ sign. Baltimore, Md . Maryland Institute 1848 Maryland Institute . . . 2. Day School of Art and Design. Baltimore, Md . Maryland Institute 1860 Maryland Institute . . . 9 Lowell School of Practical Design, c Boston, Mass . Massachusetts In¬ stitute of Tech¬ nology. 1872 Trustee of Lowell In¬ stitute. 10 Massachusetts Institute of Technology, Depart¬ ment of Architecture. Boston, Mass . Massachusetts In¬ stitute of Tech¬ nology. 5 Donations . All other sources Interest on fund. Donations ....... f Instruction of art¬ isans in indus- | trial- art, also the systematic 1 training of stu- I dents in the fine 1 arts. Instructional draw¬ ing and painting. > $2,000 Salaries and wages... ) Salaries and wages. . . j Pent . Collections . > Material for instruc¬ tion. c J Members’ dues.. Other sources . . . 34 35 36 37 38 b For general income and expenditure, see items in table of museums. c A large amount of material was loaned or given, amounting in value to $2,000. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 1G < i ■we le REPORT OF THE COMMISSIONER OF EDUCATION. Table XXIII. — Part 1. — Statistics of institutions affording art instruction, fei •S o5 .2 £ 3 p3 “A ° £ 1 12 13 14 15 16 17 School of Design of the San Francisco Art As¬ sociation. Yale School of the Fine J. It. Martin, assistant secretary of associa¬ tion, Virgil Will¬ iams, director of school. Prof. John F. Weir, di¬ rector. 2 14 years . Over 15.. A satisfactory ex¬ amination and tuition fees. a$225, 000 6 7 Arts. Illinois Industrial Uni¬ versity. Art Schools of Chicago Academy of Design. Art Schools of Chicago Acad emv of Fine Arts. Classes of the Chicago Society of Decorative Art. Decorative Art Society, Instruction Depart¬ ment. Maryland Institute Schools of Art and De¬ sign. 1. Night School of Design. 2. Day School of Art and Design. 5 Open to all stu¬ dents of the uni¬ versity. J. M. Gregory, ll. d., president of univer¬ sity; Prof. Peter Boos, in charge of School of Art and De¬ sign. J. C. Cochrane, presi¬ dent ; Enoch Boot, corresponding sec’y. W. M. B. French, sec¬ retary. Mrs. J. Y. Scammon, president; Prof. Baumgras, principal. J. J. Jackson, secreta¬ ry; Hugh Newell, di¬ rector. James H. Bond, presi¬ dent; Carroll Spence, chairman committee on schools. Hugh Newell, princi¬ pal. Hugh Newell, princi¬ pal. 4 3 75, 000 8 5 Membership in in¬ stitute. Tuition fees . Lowell School of Practi¬ Charles Kastner . 1 Proficiency in free hand drawing, etc. Satisfactory exam¬ ination. # cal Design, Boston, Mass. Massachusettslnstitute of Technology, depart¬ ment of architecture. William B. Ware, s. b., professor of architect¬ ure. . .... 4 16 years . Massachusetts Normal Prof. Walter Smith, State art director; William T. Meek, curator. 12 Over 16.. Proficiency in ele¬ mentary draw¬ ing. Art School. School of Drawing and Painting, Museum of Fine Arts, Boston, Mass. Art Classes of Smith College. Drawing Classes of the Springfield Art Asso¬ ciation. ■Worcester County Free Institute of Industrial Science. St. Louis School and Museum of Fine Arts, Washington Univer¬ sity. Prof. William B. Ware, sec’y ; Otto Grund- mann and F. Crown- insliield, instructors. J. W. Champney 5 Besponsible refer¬ ence and regular attendance. E. C. Gardner, corre¬ sponding secretary association; Geo. N. Bowers, instructor. Prof. C. O. Thompson.. Prof. Halsey C. Ives, director. Membership and payment of tui¬ tion fees. Satisfactory exam¬ ination. 105, 000 .... 2 16 years . Sits estimated at $25,000 in addition. The public is admitted to these lectures on the payment of 50 cents admission fee. There are also ildy lectures to students throughout the year in each department. The students are admitted to all free. STATISTICAL TABLES. 831 including all training in industrial art , etc., for ISTl-MSO — Continued. Branches of instruction. Collections . ) Salary of curator . Collections _ 9, 200 00 4, 521 00 Collections _ Money raised and expend¬ ed by Prof. R. H. Mather. 4, 521 00 Donations _ Collections _ (d) Corporators e. .............. [ 5, 570 83 i 5, 397 42 | 1, 050 00 f Endowment ... Admission fees, < etc. Gray collection ( fund. ] 8, 082 65 1 6, 124 54 f 6, 734 17 J 1, 205 80 Salaries & wages ] Repairs, &c . 1 Collections . [ Gray collection . J Estate of Sophia Smith .... Essex Historical and Nat¬ ural History Societies. Art collection commenced by Prof. H. S. Frieze. Citizens of Buffalo ...... 200 00 Donations and other sources. 200 00 Collections, &c. . . . 20, 000 4, 100 00 All sources ..... C 416 00 \ 1, 180 00 Salaries, &c . ? Rent, repairs, &c 3 Cornell University _ James Lenox _ ... _ Citizens of New York . ( 12, 500 00 < 4, 448 00 ( 2, 538 00 State grant . Members’ dues . All other sources; Members’ dues . Endowment, do¬ nations, exhibi¬ tions, and fel¬ lows’ subscrip¬ tions. Endowm ent ? 20, 500 00 ( 3, 400 00 Salaries & wages ) Repairs, &c . 3 Egbert Benson, John Pin- tard, and nine others. Artists of N ew York ...... 50, 000 50, 000 M fit, tli e w Y n ssar h _ Syracuse University . Cleveland Library Asso¬ ciation. Citizens and authorities of Pennsylvania and of city of Philadelphia.!; Seven citizens . . 10, 300 1 . 800 00 C 7, 236 20 \ 11, 777 18 Endowment .... Donations . All other sources Members’ dues . Endowment 800 00 ( 5, 063 09 < 1, 835 08 ( 1, 466 30 Current expenses. Salaries & wages 1 Repairs, &c . > Collections . ) Seventy-one citizens . ^ 43, 700 62, 000 } jlOO 00 C. B. King, Edward King, and citizens of Newport, R. I. University of Vermont _ 230 00 All sources _ Horace Fairbanks . AV . W. Corcoran ............ <7 Library incorporated 1870. Art collections opened to the public in 1877. h By collections of pictures and art books which cost $20,000. One endowment is a “ history, and cabinet fund.” i This museum occupies the memorial building erected in Fairmount Park, at a cost of $1,500, and used as the main art building of the Centennial Exhibition in 1876. jThe income of the “Temple fund” of $60,000 is not yet available. k Library founded inl730. 1- 2 3 4 5 6 7 8 9 10 11 12 . 13 14 . 15 . 16 17 . 18 . 19 . 20 . 21 . 22 23 • 24 . 25 . 26 • 27 . 28 - 29 art, ,000, Table XXIII. — Part 2. — Statistics of museums of art for 1879-?80, Syc. — Continued. 842 REPORT OF THE COMMISSIONER OF EDUCATION. •9 o 2 3 © Sf* 1-9 lloll! d += 'd f-i d P <1 8S <1 '3 -5 fee c o fl 3 rd 9 Ph O'” 3cm *■> 9 ©‘® b° ©3 3 © ^ +4 ft <» ® a g ft P P P s 9 9 > a a PP © © a a PP * © .. © © 3*-^ i>> a — a 9.^/3 a a a -aP 2 u aP a a-^as -gas ° ® cq«w g o - O °TJ 5 a roP o 0 •y © |§S| P P rcJr^j O <© -P> +-> o o Art fc>£ t>5 Pk . r^*2Tj ro.o P( g§! «aS £ P a © a3 . 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ImI £ 1 SM 8 s s ® Sd-9 S bjD-i 03 n^dr^JS § © « +3 pa9'*Jra. a©<® S,*3 ^ 5 -3 © ® §<« ®c*m a 08 o05 O CM O O CO CM £ «>e2- O fc»-jCO CO O rSgac,§ £ •sSmipjo ptre sSniAL’.iSiig; I CO oo £ I 00-2 22 >> 3 9 r< >2 fj Pi "a o o t O r-H i O 00 co'cm' s a p! •nj9poj^[ © M 138 200 OCD t>0 COlO ' O r-l O O O .2 ◄is§ rij-2^ rHb la o 53 ■£ o oS c o A © ^ 02 m cq ©J£ c £b !1«!*5sS3l=jg& o« o i, j>£ >i^3 (h fl a> 00 05 O M 04 CO M in 50 M CO O OHM CO a o & S tj.riro lZ “k n u “ Jb” ®^£J I« go * ® co p* .g.s cst3 o«S .2 to * © S«g rt ioR3 S& ® s STATISTICAL TABLES. ®^T flO1 2 a ,*d m hM ® © (0 r. +j p 03 o 43 . ® b!H C © 02 > O ® ® £r2 m 9 g an |£sl£ 2 a -a e53 J^a! 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R 43 ?i Upllllll ©©O (_, c3 ^ ■— 1 W 03 'p a 03 flo«s: to 1 ’> a © 2 a © e3 'R'R o R p o a n 2 r c3 <1*P-i ^ <0 a ® § to ® a 5 RrS a 03-9 Pv2 ® ©.2^ 847 £◄ O ®rp R OnPH Rrrt p.np rp a ® R ri Ci ^ eS H ® CLr* ^|2-a g'S§o ©P^pj o a ©' 03 rp'S P p 2.P « 03 •R a _r a fe'w.S © ©®4S-2 . a3 43 © a 43 « a.a.2 •“ S 03 © .3h e£ p-r-r e ®.s ©2e g§®2S ai^g ro ® © © ^ rR O -© •© S 43 « p©H p {4 o w > -© a ^ » 2 .2 R^ © 9 o o Wg e° r§| i's rg a Ortr-'H ^ 9^ -a a" •§ « M © W 'S R © o C N £ II « .©PQ r t>sta'© o ® oo-p « a © 43 O aoaW -©•R © R1© ei5 2 «•© © O'® W 1 ©^ R 03 R a © n* r’'^'2 S o R "9 O ® R fc0 ^'sS^l-gl © a a ®fl'$ X. PI o o © O 3 R ® w ',© ©5 _ro © _, R © 0/9 O _ © S gta © _- O ’o3 5.2 3 P's Bp, +-> \j bJDrt .piJ "2 R $ 9 l|an^R>a§g^^ is^ipi|il^ll!li!14 ■*l!2llssi«a3 SSfiJi lilts Si! i S! r3 © ^ ^ a a .2 o -3 > 2, ^ rrj-Pfq 2°^ ^ ^ 2 ^ ® R<-2 a^s-JIIS ■“ * ©o [>'2 ® 5 w'5©h ®>Rp ©Is > e r o pi ® o MotH7(o t> a « a ^2 &a-9 § O R R-a g'S5-3t4gll|lg'|l 5 v*s5 0^9 si" o P3C^rTM 2^=4 0rJ-H 5 0 © y - (-3 ^ P . r— < /4 rJ HH-t ^ 848 EEPOET OF THE COMMISSIONEE OF EDUCATION. Table XXIY. — Statistics of educational benefactions for 1880; from Organization to winch intrusted. Name. Location. Name. 1 3 UNIVERSITIES AND COLLEGES. Benefactor. Residence. 4 University of Southern Cali¬ fornia. Los Angeles, Cal ( J. G. Downey . < I. W. Heilman (O. W. Childs.. Los Angeles, Cal _ Colorado College . Wesleyan University Colorado Springs, Colo. Middletown, Conn.. Mrs, Valeria Gr. Stone. George I. Seney . Malden, Mass . New York, N. Y - Yale College fDr. Daniel Tyler Coit (deceased). I Dr. Timothy Dwight Porter (deceased). Norwich, Conn. New Haven, Conn Dr. David P. Smith (de¬ ceased). Springfield, Mass . . . Hon. L. S. Poster, ll. d. (deceased). Norwich, Conn, Atlanta University . Atlanta, Ga . Illinois Wesleyan University. Bloomington, Ill _ Henry Winkley Various persons . Various persons . Philadelphia, Pa ... . University of Chicago . Knox College . Lombard University . . . Lake Porest University Chicago, HI... Galesburg, 111 Galesburg, HI. Alumni of Knox College . f William Easton . Southampton, HI . . . < Mrs. Mary A. Moore (do- Norridgewock, Me.. ( ceased). Lake Porest, Ill Chaddock College Shurtleff College. Westfield College Quincy, HI . Upper Alton, Ill . . Westfield, HI . Various persons Various persons Various persons Wheaton College Indiana Asbury University . . Hanover College . . Union Christian College Earlham College . . Ridgeville College . Wheaton, HI . Greencastle, Ind... Hanover, Ind . . . Merom, Ind . Richmond, Ind . Ridgeville, Ind . Various persons . {Jesse Meharry . Hon. H. S. Lane . . W. Manwearing and wife Various others . Mrs. Mary A. Lapsley — Eliza P. Gurney . Citizens of Ridgeville Crawfordsville, Ind . Pranklin, Ind . New Albany, Ind. . . Burlington, N. J - Upper Iowa University Iowa College . '.. Payette, Iowa . Gunnell, Iowa. Mrs. Valeria G. Stone. Malden, Mass. * STATISTICAL TABLES. 849 replies to inquiries by the United States Bureau oj Education. Benefactions. Endowment and gen¬ eral purposes. Grounds, buildings, and apparatus. ro 13 o XJ1 m CJ 2 Ah Fellowships, scholar¬ ships, and prizes. To aid indigent stu¬ dents. a 0 10, 000 . )’ . 2, 000 ) 10, 000 ) . f 1, 500 1, 000 ) < 3, 750 1 1, 809 ) L . . 1, 012 $1, 267 20, 000 ) . 4^ CO o o o o )' . ) . 300 ) 5, 000 ) 2, 500 20, 000 Object of benefaction and remarks. 12 $87, 000 < 228,000 1,809 10, 338 54 ED ( Probable proceeds from the contem¬ plated sale of 300 city lots given, | June, 1879, in trust to M. M. Bovard and others, to sell and to invest the proceeds in interest bearing securi¬ ties for an endowment fund for the establishment of this university. For general purposes. $125,000 for general endowment, $100,000 for scholarships, and $25,000 for mis- eellaneou s purposes, apparatus, &c. Left by will in 1880; subject to two annuities of $1,000 each. Left by will in 1880, and to be added to fund already established ; the income to be applied to increase the teaching force in the academical department. Professor Smith’s valuable professional library and surgical instruments were given to the medical department at his death. Left by will in 1880, subject to a life in¬ terest, to found a professorship of English common law in the law de¬ partment of the institution . Eor the general fund of the theological department. Donations for the college year 1879-80 for general purposes ana aid of indi¬ gent students. Eor liquidation of debt; conditioned on the raising of the whole debt, which was done. Purpose not specified. To found an alumni professorship. $3,000, purpose not specified. A bequest, paid by executor of estate, of $1,000; purpose not specified . For general expense and scholarship funds. Purpose not specified. For building purposes. For the payment of debt; given in amounts of $1,000 or under, mostly in. interest bearing notes payable vari¬ ously from date to five years. Puipose not specified. Apparently for permanent endowment. Apparently for permanent endowment. Apparently for permanent endowment. $1,012 given in column 7 is the value of apparatus and furniture donated. For the endowment of a professorship. For the library. For the library. For making improvements in the build- ing. For payment of debt. $2,500 for current expenses and $20,000 for the endowment of the ‘ ‘ Stone pro¬ fessorship of natural history,” the principal of the endowment to be kept intact. 850 REPORT OF THE COMMISSIONER OF EDUCATION. Table XXIY. — Statistics of educational Organization to which intrusted. Benefactor. Name. Location. Name. Besidonce. Universities, &c.— Cont’d. Simpson Centenary College . . German College . Cornell College . - - Whittier College . Tabor College . Highland University . University of Kansas . Washburn College . Berea College . . Leland University . Bowdoin College . Amherst College . Boston College . Boston University . Indianola, Iowa - Mt. Pleasant, Iowa Mt. Yemon, Iowa .. Yarious persons Salem, Iowa . Tabor, Iowa . Highland, Kans . Lawrenco, Kans . Topeka, Kans ... Berea, Ky . .. New Orleans, La. Yarious persons Yarious persons Iowa. William Thaw . . , Yarious persons Salem, Iowa.... Pittsburgh, Pa. Yarious persons . Henry Winkley . Brunswick, Me J Mrs. Yaleria G. Stone. Amherst, Mass William G. Barrows . Mrs. Yaleria G. Stone - Moses H. Hay (dec’d) - D. & G. H. Whitcomb - Philadelphia, Pa . . . Malden, Mass . Brunswick, Me Malden, Mass - . Boston, Mass - Worcester, Mass . Boston, Mass . Boston, Mass f George Higginson, treas¬ urer of medical sehool building fund. Yarious persons . Executors of Jonathan Brown Bright. Estate of Dr. Martyn Paine. Trustees of Abner W. Buttrick. Executors of William Munroe. Executors of Moses Day. Harvard University . Cambridge, Mass ... Yarious persons . Executors of Daniel | Austin. Alexander Agassiz and others. Augustus Hemenway . . . . STATISTICAL TABLES. 851 benefactions for 1860, ■208, 032 29, 409 4, 330 3, 165 50, 000 54, 545 3, 000 $5, 000 $2, 000 600 25, 000 $25, 000 10, 000 10, 140 5, 000 For general endowment. For general endowment. To finish paying for the chapel ; a like amount for the same purpose was re¬ ported as for 1879. Improvement of building. Purpose not specified. To aid in paying professors’ salaries. Gifts to the library and to the museum. Purpose not specified. Purpose not specified. Contributions received for this univer¬ sity by the American Baptist Home Mission Society. Appropriated to establish the ““Wink- ley professorship of Latin language and literature.” $25,000 to complete Memorial Hall, and $50,000 for the foundation of the “ Stone professorship of intellectual and moral philosophy.” For general purposes. Out of this is to be foundrf a professor¬ ship of biology, and th*remainder is to be devoted to general uses of the college. “For the aid of worthy young men in getting an education.” To establish the “Whitcomb scholar¬ ship.” For prizes. Purpose not specified. Towards payment of Boylston street land. Subscriptions for the further endow¬ ment of the divinity school. The income of $25,000 to be divided an¬ nually into five scholarships, and the income of $25,000 to be expended an¬ nually for books for the college library. $24,207 on account of the Eobert Troup Paine fund. The net income to be paid semiannu¬ ally to aid deserving young men in preparing for the ministry. The income for the use of meritorious students needing assistance. The income for the use of meritorious students needing assistance. Subscriptions for the observatory. $3,500 on account of bequest of $7,000, “ to be used for some good college pur¬ pose at the discretion of the college government also. $500 on account of bequest of $1,000 to the divinity school. Subscriptions for increase of the botan¬ ic garden fund. For apparatus for the Hemcnway gym- 852 REPORT OF THE COMMISSIONER OF EDUCATION. Table XXIV. — Statistics of educational Organization to which intrusted. Benefactor. Name. Location. Name. 1 2 3 Universities, Ac.—Cont’d. Harvard University — Cont’d. Cambridge, Mass Executors of Charles Sumner. Yarious persons . . John Armory Lowell ... Anonymous . . Residence. 4 Tufts College Through Prof. Asa Gray Yarious persons . George W. Wales . . Robert N. Tappan . Edward Russell . College Hill, Mass William B. Weeden and B. M. Watson, jr. Estate of Moses H. Day . Williams College.... Battle Creek College Hillsdale College.... Hope College . Olivet College . Carleton College University of Mississippi . . . Williamstown, Mass Battle Creek, Mich. Hillsdale, Mich Holland, Mich . Olivet, Mich ....... Northfield, Minn. . . Estate of Moses H. Day Mrs J. P. Adriance — Hon. William Hyde — Hon. Robert H. Pruyn Yarious persons ........ Joseph Mauck . Eree Baptist Education Society. Yarious persons . f Mrs. Y aleria G. Stone . . . Hon. W. G. Edsell . ] Mrs. L. E. Tuttle . . [ V arious others . . f Mrs. Valeria G. Stone _ E. M. Williams . . I Estate of Daniel Tyler Coit. 1 1. Nickerson . ] Roland Mather . I Mrs. M. W. Wilkinson J W. O. Grover . ^ E. W. Bryant . Mrs. E. K. Blatchford . Smith American OrganCo. C. Boswell . Yarious persons . Oxford, Miss . R. Hitchcock Different sources . United States Executive Departments. Rev. J.W. Lambuth, D. D. Other sources . Poughkeepsie, N. Y. Ware, Mass . . Albany, N. Y . Cheshire, Ohio Malden, Mass . Otsego, Mich . Guilford, Conn. Malden, Mass . . Minneapolis, Minn. Norwich, Conn . Hartford, Conn . . C ambridgeport, Mass Boston, Mass . . Wisconsin . Chicago, Ill . Washington, D. C . Shanghai, China . . STATISTICAL TABLES. 853 benej actions for 1880, tf-c. — Continued. Benefactions. $5, 000 13, 000 39, 647 > U .C! 6 7 8 9 10 11 $2, 418 $2, 751 o o ^ O O 00 O OO iO 2, 100 200 $150 125 108 5,000 5,000 2, 500 5,000 500 2, 500 2, 500 1, 058 1, 351 3, 173 20, 000 1, 000 10, 000 2, 175 2, 500 500 500 1, 000 2, 500 600 500 150 I . 130 11, 582 . ■' I Object of benefaction and remarks. 12 To be added to tbe amount heretofore received for the Sumner book fund. Subscriptions for Chinese instruction. For use at the botanic garden. $500 for use at the botanic garden and $300 for boiler for botaniclecture room. Unexpended balance of last year’s her¬ barium subscription. Subscriptions for salaries. For books for the library. “To be used as a prize or prizes on po¬ litical science.” To increase the scholarship founded by him. To aid in publishing library bulletins and for books for the Bussey Institu¬ tion. For scholarships ; probably the same as that reported in 1879, the college hav¬ ing been notified of the bequest in that year, but not actually receiving the same until 1880. For scholarships; probably the same as that reported in 1879, the college hav¬ ing been notified of the bequest in that year, but not actually receiving the same until 1880. For scholarship. For scholarships. For library. For general uses of the college. For buildings and endowment; $500 cash and $2,000 in land. For current expenses. For buildings and endowment. To meet current expenses. For endowment. Towards the funds necessary for the new building. Gift of $1,000; purpose not specified. Gifts of $4,385 ; purpose not specified. For endowment fund. For endowment fund. For endowment fund. Haywood memorial fund for endow¬ ment. For endowment fund. Purpose of gift of $1,000 not specified. Purpose of gift of $1,000 not specified. Purpose of gift of $1,000 not specified. This amount in books. For new ladies’ hall. Value of gift of a pipe organ. Purpose of gift of $510 not specified. $4,000 were given in sums of $500 each ; purpose not spec’fied. This amount in building stone. For new ladies’ hall. For library. For general purposes as needed. Various official documents sent to the library. Donation of books to the library. Various official documents sent to the library. 854 REPORT OF THE COMMISSIONER OF EDUCATION. Table XXIV. — Statistics of educational Organization to 'which intrusted. Benefactor. Name. Location. Name. Eesidence. Universities, &c. — Cont’d. University of the State of Missouri. Columbia, Mo. Dr. S. S. La-ws. Columbia, Mo. Central College . "Westminster College. Payette, Mo Fulton, Mo . C Samuel Cupples . St. Louis, Mo . I W. McDonald . Kansas City, Mo _ Y arious persons . . . William Jewell College Liberty, Mo. f Mra Valeria G-. Stone - Malden, Mass. Drury College. Springfield, Mo Frederick Marquand ..... < S. M. Edgell . Mrs. James Smith . Charles Fairbanks . Southport, Conn .... St. Louis, Mo . St. Louis, Mo . London, Eng . Stewartsville College . Central Wesleyan College. . . . Doane College . . Stewartsville, Mo. . . Warrenton, Mo ..... Crete, Nebr . . . C. L. Goodell . tC. S. Greeley . Anonymous . C William Niedringhous . . . j £ J. Niebuhr . . Various persons . St. Louis, Mo St. Louis, Mo St. Louis, Mo . . . Warrenton, Mo Dartmouth College . Eutgers College . College of New Jersey. . St. Stephen’s College - Wells College . . St. Lawrence University Hamilton College . Hanover, N. H . New Brunswick, N.J ( Henry Winkley . < Mrs. Valeria G. Stone. t Various persons . Philadelphia, Pa . Malden, Mass — fEobert L. Stuart. New York, N. Y — Princeton, N. J John T. Blair - I Various persons Annandale, N. Y - Aurora, N. Y . Canton, N. Y . Clinton, N. Y . Society for Promoting Ee- ligio’n and Learning. Hon. Edwin B. Morgan . . . f Luther Lamphere . J Lester Taylor . ( William Hoyt . . William H. Skinner . Blairstown, N.J - New York State .... Aurora, N. Y . Fly Creek, N. Y. Auburn, N. Y... Vernon, N. Y ... Hobart College . Madison University. University of Eochester Geneva, N. Y . . Hamilton, N. Y William C. Pierrepont James B. Colgate . John H. Deane . . Pierrepont Manor, N. Y. New York, N.Y ... New York, N. Y . . . Eochester, N. Y - John B. Trevor . Jeremiah Millbank . John D. Kockefeller . Lewis Eathbone . John F. Eathbone . William H. Harris . Mrs. Stillman Witt . William A. Cauldwell - James T. Griffin . Samuel S. Constant . Various persons . Eev. K. B. Hull . . New York, N. Y . . New York, N. Y . . Cleveland, Ohio . . . Albany, N. Y . Albany, N. Y - - Cleveland, Ohio . . . Cleveland, Ohio . . . New York, N. Y . . London, Eng . New York, N. Y . . New York, N. Y STATISTICAL TABLES. 855 benef actions for 1880, 8fc. — Continued. Benefactions. Total. Endowment and gen¬ eral purposes. Grounds, buildings, and apparatus. Professorships. Fellowships, scholar¬ ships, and prizes. To aid indigent stu¬ dents. Library and museum. 5 6 7 8 9 10 11 } ... c ... $400 > $1, 400 ^ $1 000 q onn 9, 000 10, 000 10, 000 25, 000 $25, 000 5 000 > 82, 820 2 5, 500 | 500 500 270 | [ 300 100 100 c . $1, 000 | 1 , 500 \ . 500 4, 800 3, 700 1, 100 20, 000 V 70, 000 35, 000 / 15, 000 5,850 ) r 100, 000 % 1 V 132,650 1 28, 000 ] 3, 000 J 8, 000 8, 000 10, 000 j $10, 000 ( . $2, 000 l 4,800 . I 10, 000 10, 000 2, 000 2, 000 50, 000 50, 000 ( . 45, 500 54, 500 50. 000 | 25,000 . J ! 25. 000' . ....... 12, 500 1 j . 12, 500 > 256,800: i 6, 0001 . 5, 000 1 . 5, 000l . 5 0001 . 5, 000 . 4 SOO _ 1 . 1, OOC . Object of benefaction and remarks. 12 Within the last year a spacions observ¬ atory has been erected upon the col¬ lege campus, and a fine telescope pur¬ chased, the original cost of which (in Germany) was between three and four thousand dollars. For this mu¬ nificent donation the people are in¬ debted to the liberality ol Dr. Laws. For apparatus. For endowment fund. Raised mainly by the Presbyterians of Missouri for the payment of debt. For permanent endowment. $25,000 for chapel, $25,000 for endow¬ ment of “Stone professorship of mental and moral philosophy,” and $20,750 given unconditionally. For endowment fund. For endowment fund. For endowment fund. For the further furnishing of Walter Fairbanks Hall. For endowment fund. For endowment fund. To increase the permanent fund. For a scholarship fund. For beautifying the college grounds. $3,700 for endowment and $1,100 for col lege building. For the endowment of professorship. For the endowment of professorship. For the endowment of professorship. Purpose not specified. To supplement endowments of profes¬ sorships. For a telescope. For care of grounds, and $1,650 purpose not specified. For current expenses. For the library and art department. Purpose of gift of $300 not specified. For a fund for the benefit of indigent young men. Purpose of gift of $2,500 not specified. The interest to be used in helping needy students of good character, with a preference for candidates for the Christian ministry. Increase of chemical and physical ap¬ paratus. Endowment for instruction. $45,500 for a profossorship fund and $54,500 for scholarship funds. For additional endowment. For additional endowment. For additional endowment. For the library. For the library. To increase the endowment fund. To increase the endowment fund. To increase the endowment fund. To increase the endowment fund. To increase the endowment fund. To increase the endowment fund. Endowment of the senior prize essay. 856 REPORT OF THE COMMISSIONER OF EDUCATION. Table XXIY. — Statistics of educational Organization to which intrusted. Benefactor. Name. Location. Name. Residence. Universities, &c.— Cont’d. f Miss Catharine L. Wolfe. Union College. Schenectady, N. T . . Hon. Levi Parsons . Mrs. Thomas H. Powers Mrs. Alexander Brown . Misses Ellen & Ida Mason Robert A. Packer . New York, N. Y . London, England. Syracuse University . University of North Carolina Syracuse, N. Y... Chapel Hill, N. C Shaw University . Raleigh, N. C Harry E. Packer . j The Century Club . ] Kobert Lenox Kennedy. ' Hon. Thomas A. Scott- . . John S. Perry . John H. Yan Antwerp. Theodore Irwin . Sons of Asa Whitney. Mrs. Ives Gammell . . . Various persons . Methodist Episcopal churches. Rev. C. E. Deems. New York State . New York, N. Y , Various persons Trinity College . Baldwin University . . . Hebrew Union College Ohio Wesleyan University . . . Kenyon College Denison University Marietta College . . . Rio Grande College Scio College . Wittenberg College Heidelberg College. Urbana University. Trinity College, N. C Berea,' Ohio . Cincinnati, Ohio . . . Delaware, Ohio Gambier, Ohio Granville, Ohio Various persons . f Henry Adler . (Various other . William L. Ripley . . . Mrs. Rebecca Brown. Henry Amrine . . Mrs. Sarah E. Boyd f R. B. Hayes . I P. Hayden . < H. P. Baldwin . William Horton ... I G. T. Bedell . C Various persons . . . Marietta, Ohio . Rio Grande, Ohio. Scio, Ohio . Springfield, Ohio. Tiffin, Ohio . Urbana, Ohio . Mrs. Valeria G. Stone Joseph Perkins . Various persons . . Mrs. Permelia Wood. Miss Sarah A. Hivling. Cincinnati, Ohio Columbus, Ohio - Bellefontaine, Ohio . Union County, Ohio Washington, D. C. . Columbus, Ohio. . . . Detroit, Mich . Ohio . Malden, Mass. .. Cleveland, Ohio . Rio Grande, Ohio f Mrs. M. A. Warner . } Mrs. S. Clason . Xenia, Ohio . Columbus, Ohio . . Springfield, Ohio. STATISTICAL TABLES. 857 benefactions for 1880, $153, 544, 15, 000 300 2, 217 12, 000 1, 500 | 10, 000 l 54, 100 J l 13, 000 J [ S 20, 000 ] > 20, 395 J 1, 160 600 5, 000 10, 000 } 1, 500 ( . $50, 000 50, 000 $3, 500 l 15, 000 $300 $1, 900 12, 0C0 1, 500 ( . 10, 000 > ) . ? 50, 000 $600 :::::::: l . J 1 C 15, 000 1 . s. oool _ ( . r io, ooo i . \ 1 l 1,160 5,000 10, 000 1 . _ . ( 1, 000 I) 500 ....... 1 . Object of benefaction and remarks. 12 For scholarships; also $4,000 purpose not specified. For scholarships. Purpose of gift of $10,000 not specified. Purpose of gift of $8,000 not specified. Purpose of gift of $5,000 not specified. $5,000 interest bearing promise ; pur¬ pose not specified. $5,000 interest bearing promise; pur¬ pose not specified. Devoted principally to stipends of pro¬ fessors. Purpose of gift of $1,000 not specified. Purpose of gift of $1,000, not specified. A note for $1,000 ; purpose not speci¬ fied. $1,000 interest bearing promise; pur¬ pose not specified. $1,000 interest bearing promise; pur¬ pose not specified. $1,000 for the Asa Whitney memorial. Purpose of gift of $1,000 not specified. Gifts amounting to $6,044; purpose not specified. For the general fund ; gift made in small sums payable in five annual instalments. To be added to former donations from the same source for the aid of indi¬ gent students. Contributions for medical building and for other purposes received for this university by the American Baptist Home Mission Society. For payment of debt. For buildings. To educate the youth of all denomina¬ tions in the Oriental languages. Donations of money, amounts not given. For endowment ; to come to the uni¬ versity at the death of his wife. Toward the endowment of the presi¬ dent’s chair. Purpose of gift of $2,000 not specified. Purpose of gift of $1,500 not specified. Purpose of gift of $1,000 not specified. Purpose of gift of $1,000 not specified. Purpose of gift of $1,000 not specified. Purpose of gift of $5,000 not specified. Purpose of gift of $5,000 not specified; For the payment of debt. A legacy; the income to be used in aid¬ ing students. For endowment. Puipose of gift of $5,000 notspecified. Gifts amounting to $5; 395 ; purpose not specified. To pay salaries of tea chers. Purpose not specified. For endowment. Towards a professorship to be named for the donor. For the endowment fund. For the endowment fund. 858 REPORT OF THE COMMISSIONER OF EDUCATION, Table XXIV. — Statistics of educational Organization to whicli intrusted. Benefactor. Ns Location. Name. Residence. Universities, &c.— Cont’d. Otterbein University. Antioch College . University of Oregon. Pacific University and Tuala¬ tin Academy. Blue Mountain University Philomath College . Dickinson College. Lafayette College . Haverford College. Lincoln University. University at Lewisbnrg. Allegheny College . . . Mercersburg College . "Westminster College . University of Pennsylvania . . Swarthmore College. Brown University . Newberry College . . Southwestern Presbyterian University. Hiwassee College. Carson College ... Westerville, Ohio... Yellow Springs, Ohio Eugene City, Oreg . Forest Grove, Oreg. La Grande, Oreg . . . Philomath, Oreg . . . Various persons V arious persons ("Prof. T. M. Gatch . 1 Dr. Patterson . Mr. Smith . Eugene City, Oreg. Brimfield, Mass Various persons Various persons f Thomas Kelso (dec’d) . Baltimore, Md Carlisle, Pa . Dr. John Fisher. Easton, Pa. Haverford College, Pa. Lincoln University, Pa. Lewisburg, Pa. f Charles O. Baird . . ] Trustees of college and [ others. Various persons . ( J. H. Cassidy . | Reuben J. Flick - t H. H. Huston . . Miss Susan Gorgas I Various others . . Baltimore Co., Md Philadelphia. Pa . . Haverstraw, N. Y Wilkes-Barre, Pa. Germantown, Pa . . West Chester, Pa. Meadville, Pa . Mercersburg, Pa. . . . New Wilmington, Pa. Philadelphia, Pa. . . . Swarthmore, Pa Providence, R. I - Various persons Marcus Hulings Oil City, Pa. Members of the Reformed Church in the United States. ( John Wilson . < John Logan . ( Various churches . Henry C. Gibson . Joseph Wharton. Lancaster, Pa. Mercer, Pa.... Newberry, S. C . . . Clarksville, Tenn. Hiwassee College, Tenn. Mossy Creek, Tenn . Samuel Willets . (. Charles and Harriet Kirk ( Stephen T. Olney . < J. C. Hartshorn ..r - f Mrs. E. B. Caswell . Philadelphia, Pa. New York, N. Y. . . Providence, R. I Newton, Mass .. James King Jackson, La Smithsonian Institution . Hon. James H. Carson . . . Washington, D. C Dandridge, Tenn . STATISTICAL TABLES. 859 benefactions for 1880, o, ■; J I 38, 000 1, 0O0 2, 175 6, 000 6, 000 15, 000 50, 000 5, 000 1,000 2, 175 35, 000 bJD® 2 p p a p © m P a ra p rt Object of benefaction and remarks. o H ft 2 10 li 12 For general work of instruction. Bor current expenses and library ; also part of the bequest of Bev. Daniel Austin, ■which was reported in 1879, but not paid in until 1880. A gift of five volumes of Macaulay’s History of England. A gift of fifteen volumes of British poets. Eor general purposes. Purpose not specified. Eor relief, advertising, and extra teach¬ ing force. Bequest of $10,000 invested by the edu¬ cation board of the Baltimore Con¬ ference of the Methodist Episcopal Church, the interest thereof coming in perpetuity to the college. Bequest of $1,000 to the same board in trust in the same way for the college. A gift of $10,000 at the close of the year 1879, but not made public until 1880. Eor current expenses. Eor care of grounds, improvements in buildings, new apparatus, &c. Eor sl professorship. Eor a professorship. For a dormitory building. For Livingstone Hall. Eor scholarships and parts of profes¬ sorships. Gifts to the library and museum ; also voluntary contributions for the fres¬ coing of commencement hall. To complete the erection of Hulings Hall. Eor general needs of the college. . ^ For endowment. . To add a wing to the University Hos¬ pital. . Meeting-house costing $5,000 ; probably included in Mr. Wharton’s benefac¬ tion as reported in 1879. . Eor improvement of grounds. $100 For Friends’ books. . Eor a professorship of natural history. 2, 000 Eor plants and botanical books. . Eor general expenses. . For buildings and grounds. . For endowment fund ; also various do¬ nations from other sources to the cabinets; Mr. King’s gift was men¬ tioned in 1879, but the amount was not then known. . Valuable mineralogical specimens. $15, 000 I In real estate; for the education of in¬ digent young men for the ministry. 860 REPORT OF THE COMMISSIONER OF EDUCATION. Table XXIV. — Statistics of educational Organization to which intrusted. Benefactor. Name. Location. Name. Residence. Universities, &c.— Cont’d. Central Tennessee College. . . . Fisk University . . University of the South Marvin College _ . _ University of Vermont and State Agricultural College. . Hampden Sidney College . Richmond College . . . Roanoke College . "West Virginia College . Lawrence University . Beloit College . Galesville University . University of Wisconsin . Milton College . Ripon College . Northwestern University _ Howard University . schools of science ( mining , engineering, agriculture, dec.). North Georgia Agricultural College. Middle Georgia Military and Agricultural College. Purdue University . State College of Agriculture and the Mechanic Arts. Massachusetts Institute of Technology. f Rev. R. S. Rust. Nashville, Tenn. Rev. Samuel Meharry . . . Rev. Alexander Meharry. Cincinnati, Ohio... Shawnee Mound, Ind Eaton, Ohio . Nashville, Tenn. Sewanee, Tenn. .Various persons . Mrs. Valeria G. Stone. Malden, Mass. Rev. Fred Noll Waxahachie, Tex.. Burlington, Vt. Various persons .. Rev. C. C. Parker Mrs. C. B. Lilley . Parsippany, N. J . Montpelier, Vt ... Citizens of Burlington Hampden Sidney College, Va. Richmond, Va . Salem, Va . Flemington, W. Va Appleton, Wis . . Henry Loomis and Law¬ rence Barnes. Various persons . Burlington, Vt. C Jacob Persinger . ) V arious others . . . Roanoke Co., Va... Beloit, Wis Galesville, Wis Madison, Wis . . ( Joseph Rork. . . . . . £ Various others.... f Rufus Dodge . J S. C. Morgan . ) Citizens of Beloit, t Various others. . . . Appleton, Wis. Beaver Dam, Wis. Norwich, Conn C. C. Washburn. Madison, Wis. Milton, Wis . Ripon, Wis . Watertown, Wis . . Washington, D. C. Dahlonega, Ga ... Milledgeville, Ga. Mrs. Valeria G. Stone. Various others . Malden, Mass . Various persons La Fayette, Ind. Orono, Me ... Boston, Mass Thomas H. White . Various persons . John Purdue (deceased) . Smithsonian Institution. G. W. Clinton . Various persons . . Hon. Abner Coburn . Cleveland, Ohio. Washington, D. C . Buffalo, N. Y . Skowhegan, Me. STATISTICAL TABLES. 861 benefactions for 1880, $c. — Continued. Benefactions. 2 s II p< a §• 11 O -r> 2 of © ® PH rt 05 . fcJC m 0 § Object of benefaction and remarks. 10 11 12 $5, 350 60, 000 $1, 000 2, 000 2, 000 60, 000 $350 8, 150 11, 854 $1, 000 5, 000 2, 000 150 5, 000 14, 000 | 70| 12, 000j 13, 000 3, 500 10, 000 3, 365 38, 100 3, 000 2, 453 500 4, 400 33, 630 250 11, 500 $11, 854 5, 000 10, 000 4, 000 6, ooo1.:. 6, 000 .. . 1, 500 4, 000 4, 000 3, 500 10, 000 3, 365! 20, 000 18, 100 33, 630 4, 400 1, 188 $500 250 Purchase of building lot and erection of building for the medical depart¬ ment. Purchase of building lot and erection of building for the medical depart¬ ment. Purchase of building lot and erection of building for the medical depart¬ ment. To aid theological students. For the building and furnishing of the Livingstone missionary hall. 2,000 volumes and 1,500 "pamphlets for the library, the books to form the “Noll collection.” A number of donations to the library. To found the “Parker scholarship.” To aid young women in the university and college. By subscription for repairing and en¬ larging building for the medical de¬ partment. To be given as a prize to boys raising the largest crop of corn and potatoes. Subscriptions to increase the endow¬ ment of the college and to build up a library fund. For general purposes. | For the maintenance of faculty. Purpose not specified. | To cancel the debt on the institution. For ministerial education. For endowment. For building improvements. For current expenses. Purpose not specified. Towards the completion of an astro¬ nomical observatory. To pay current expenses. | For the endowment fund. Purpose not specified. $1,188 to aid poor students ; purpose for which $1,265 were given is not speci¬ fied. For library. For improvements and equipment and teachers’ salaries. Final payments of donation of $150,000 for the founding of Purdue Univer- sity. 144 specimens of marine in vertebrata. 1,200 species of plants. 125 volumes for library. For library. Purpose not specified. 862 REPORT OF THE COMMISSIONER OF EDUCATION. Table XXIV. — Statistics of educational Organization to which intrusted. Benefactor. Name. Location. Name. Residence. Schools of science — Cont’d. Worcester County Free Insti¬ tute of Industrial Science. New Hampshire College of Agriculture and the Me¬ chanic Arts. Stevens Institute of Technol¬ ogy- Case School of Applied Science Worcester, Mass. Hanover, N. H . . . Hon. Stephen Salisbury Hon. Frederick Smyth. . Hoboken, N. J . . Cleveland, Ohio . Henry Morton. Leonard Case . . Manchester, N. H . . . Hoboken, N. J . Cleveland, Ohio - Hampton Normal and Agri- ? tt _ . „ tt- cultural Institute. I Hampton. Ya Various persons SCHOOLS OF THEOLOGY. Alabama Baptist Normal and ? Theological School. 3 San Francisco Theological Seminary. Atlanta Baptist Seminary Selma, Ala . San Francisco, Cal . Atlanta, Ga . {American Baptist Home Mission Society. * Baptists of Alabama and Northern States. It. L. Stuart and others _ Various persons Chicago Theological Seminary Presbyterian Theological Sem¬ inary of the Northwest. Garrett Biblical Institute Swedish -American Ansgari College and Missionary In¬ stitute. College of the Bible . Southern Baptist Theological Seminary. Bangor Theological Seminary Centenary Biblical Institute. . AndoverTheologicalSeminary Chicago, Ill. Chicago, Ill f Mrs. Valeria G. Stone . s Col. C. G. Hammond . . Various persons . Rev. George Morris _ Malden, Mass. Chicago, HI... 'Mrs. Cornelia A. Miller . . Waterloo, Iowa. Evanston, HI. . Knoxville! HI . [ Various churches. Various churches.. -T- i C Elder A. Adams Lexington, Ky . i James Hulett. .. Louisville, Ky ...... Hon. Joseph E. Brown. . . . Mrs. Julia Stanley . Hon. Erastus Fairbanks . Rev. J. F. Goucher . Bangor, Me.... Baltimore, Md . Andover, Mass Kentucky .. Kentucky .. Atlanta, Ga . Augusta, Me . St. Johnsbury, Vt (.Various others . C Henry Winkley . Peter Smith (deceased) .. ] Mrs. Valeria G. Stone - Philadelphia, Pa . Andover, Mass . . Malden, Mass Rev. William R. Jewett. . Andover. Mass... Miss Elizabeth C. Jewett Boston, Mass STATISTICAL TABLES. 863 benefactions for 1880, Episcopal Church. ) Bennett Seminary . Union Biblical Seminary . United Presbyterian Theo- 1 logical Seminary. ) Theological Seminary of the United Presbyterian Church. Nashville Normal and Theo¬ logical Institute. Richmond Institute . Way land Seminary. SCHOOLS OF LAW. Union College of Law of the I Chicago and Northwestern > Universities. j Cambridge, Mass ... N ewton C entre, Mass Amos A. Lawrence Gardner R. Colby . Hon. J. Warren Merrill . Hon. E. C. Fitz _ : . George D. Edmands . John Putnam . . North Orange, N. J Cambridge, Mass . . Chelsea, Mass . Charlestown, Mass. Bloomfield, N. J. Harwood & Quincy . Boston, Mass Madison, N. J . New Brunswick, N . J Various persons . Gardner A. Sage . Princeton, N- J Robert L. Stuart. Auburn, N. Y . Hartwick Seminary, N. Y. New York, N. Y _ Mrs. Elmira Scovel Rev. L. Brooks . T. S. Hubbell . W. E. Dodge . New York, N. Y . New York, N. Y , Marcellus, N. Y. . Churchville, N. Y . . . Fredonia, N. Y . . . New York, N. Y - Various persons f George A. Jarvis . . ] Charles H. Contoit . I C. V. B. Ostrander. . Brooklyn, N. Y . New York, N. Y - New York, N. Y _ Greensboro’, N. C Dayton, Ohio _ Robert Smith . . Various others . Polo, Ill. Xenia, Ohio . Allegheny City, Pa Nashville, Tenn. . . . Richmond, Va f A. Collins . < Daniel Wilson (Joseph Harbison . V arious persons - . . Various persons ... Various persons - - . Greene County, Ohio St. Louis, Mo . Xenia, Ohio . Washington, D. C . . . Various persons Chicago, Ill 'Callaghan & Co . O. H. Horton . Law faculty of college . . . > Chicago, Ill STATISTICAL TABLES. 865 benefactions for 1880, 5, 400 l' 000 . 1, 000 1 200 $200 500 10, 238 100, 000 90, 000 100, 000 $10,238 100 000 50, 000 5, 000 35, 000 $50,000 for endowment of Peter Hertzog Hall, $35,000 for library, and $5,000 for two scholarships. To found the “Stuart professorship;” some thousands of dollars in this donation were appropriated to “di¬ lapidated scholarships.” Towards a scholarship. Professorship funds. Professorship funds. A subscription made in 1873 for gen¬ eral endowment fund, but not paid until 1880. $250 for general purposes, $1,100 for $100, 000 2, 912 1 ....... 1,000 1,000 1 10, 000 250 > 16, 607 1, 100 345 5, 000 1 5,000 professorship funds, and $345 for scholarships. Toward the endowment of a professor¬ ship in theology. For the founding of the Bishop Paddock lectureship fund. For endowment ; the income to be used for current expenses. For endowment ; the income to be used f 10, 000 1 5, 000 1,000 j> 16, 000 J 40 40 for current expenses. For aid of students. ( 7, 500 < (15, c For endowment. | 22, 938 438) For endowment, contingent expenses, and building. Purpose of gift of $1,000 not specified. Purpose of gift of $500 not specified. G-ift of real estate valued at $500. V 2, 000 r. l . 2, 752 3, 767 1, 669 2, 886 2, 752 For endowment. Contributions received by the Ameri¬ can Baptist Home Mission Society for this institute. Contributions received by the Ameri¬ can Baptist Home Mission Society for this institute. $1,755 received for new building for this seminary by the American Baptist Home Mission Society, and $1,131 for i other purposes. 50 1, 755 100 1 • Annual prize for best general scholar¬ ship in senior class. Annual prize for best thesis in senior class. Annual prize for best scholarship in I junior class. 175 50 ] 25 l 5o ED 866 REPORT OF THE COMMISSIONER OF EDUCATION. Table XXIY. — Statistics of educational Organization to -which intrusted. Name. Location. Benefactor. Name. Kesidence. Schools of law— Continued. Law School of Cincinnati Col¬ lege. schools of medicine. Hahnemann Medical College of Chicago. American Medical College . . - New York Medical College ? and Hospital for Women. 5 Pennsylvania College of Den¬ tal Surgery. INSTITUTIONS FOR SUPERIOR INSTRUCTION OF WOMEN. Georgia Baptist Seminary for Young Ladies. De Pauw College for Young Women. College of the Sisters of Bethany. Clinton College . Liberty Pemale College . Millersburg Pemale College.. Smith College . Mt. Holyoke Female Seminary Wellesley College . Elizabeth Aull Female Sem¬ inary. New Hampshire Conference I Seminary and Pemale Col- > lege. ) Davenport Pemale College . . . Western Pemale Seminary . . . Lake Erie Female Seminary. . Cincinnati, Ohio . . . Julius Dexter. Chicago, HI . . St. Louis, Mo New York, N. Y . Philadelphia, Pa . Gainesville, Ga . . . New Albany, Ind . Topeka, Hans . Clinton, Ky . . Glasgow, Ky. C Charles Band . I A. A. Miller . f Mrs. Emma Keep Schley . \ Dr. Clemence S. Lozier. . . Henry C. Carey (deceased) E. T. Wilson . . . W. C. DePauw. Crete, Nebr .. St. Louis, Mo Millersburg, Ky ... Northampton, Mass. South Hadley, Mass. Wellesley, Mass .... A lady . The Society of Friends Various persons . C William Farr . I John McClintock . Philadelphia, Pa — New York State .. New Albany, Ind . Pittsburgh, Pa.... Philadelphia, Pa . . | Bourbon Co., Ky. .. Isaac D. Farnsworth. Lexington, Mo. Tilton, N. H . . . Lenoir, N. C Oxford, Ohio . . . M. H. Simpson . Various persons i Charles H. Tenney, i J. E. Chase, M. D _ Various persons . Preserved Smith . New York, N. Y Haverhill, Mass Dayton, Ohio Painesville, Ohio. ("Hon. William H. Upson.. | D. P. Eells . j Eev. Hubbard Lawrence. Greenland, N. H ... Somerville, Mass - Philadelphia, Pa ... . Various persons Aurora, N. Y . . Brooklyn, N. Y Hon. Edwin B. Morgan C Leonard Richardson . . > William Richardson . . Aurora, N. Y . j Brooklyn, N. Y - STATISTICAL TABLES. 871 lenef actions for 1880, fc. — Continued. Benefactions. Endowment and gen¬ eral purposes. Grounds, buildings, and apparatus. Professorships. U •1® O CS3 CD ^ 00 PhO it To aid indigent stu¬ dents. Library and museum. 6 7 S 9 10 11 $500 150 C 10, 000 \ 11, 000 200 $700 15 300 3, 000 $850 6, 200 X 1,200 3, 000 250 50 1, 200 $3, 000 350 4, 000 C 100 l 100 573 100 1, 000 6, 000 $300 17, 500 5, 000 700 200 1, 520 10, 000 C ’ 560. ) 30i Object of benefaction and remarks. 12 150 21, 000 200 700 15 300 3, 000 850 6, 200 4, 200 250 50 1, 200 10, 000 10, 000 590 Repairs and insurance. For teacher’s salary. > For endowment. For repairs. For general expense fund. To pay salaries of teachers and expenses of the school. Free contributions for building. To pay tuition of young ladies. To erect a building. f For the establishment of a permanent < high school; the $3,000 were given l in grounds. School house fixtures, &c. For education of indigent children. Local contributions for the support of school; this school also receives an annual appropriation from the Pea¬ body fund. Purpose not specified. C Money for repairs and improvements I and for support of scholars. For scholarship. Raised by subscription for the endow¬ ment fund. Payment of indebtedness and support of school | For endowment. Contributions receivedforthis seminary by the American Baptist Home Mis¬ sion Society. For general purposes. For payment of debt and support of faculty. For general uses. Value of 150 books donated to library. For the permanent maintenance of a school equal in grade to an academy. In fuel and books. For general purposes. For library. For art gallery and library. To raise part of mortgage. For general uses. > For payment of debt. 872 REPORT OF THE COMMISSIONER OF EDUCATION. Table XXIY. — Statistics of educational Organization to which intrusted. Benefactor. Name. Location. Name. Eesidence. Institutions for secondary instruction — Continued. Le Boy Academic Institute . . Pike Seminary . Rochester Bealschule . . New Garden Boarding School. Catawba High School . Trap Hill Institute . . Yadkin College . Albany Enterprise Academy. Beverly College . . . Albany Collegiate Institute . . Ashland College and Normal ? School. 3 Keystone Academy . Laird Institute . : . Union Seminary . New Lebanon institute . Susquehanna Collegiate In- } stitute. 3 Friends’ New England Board¬ ing School. Polytechnic and Industrial ) Institute. 3 Benedict Institute . "West Tennessee Seminary. . . . Odd Fellows’ Male and Fe¬ male College. Holston Seminary . Clear Spring Academy . White Seminary . Coronal Institute . Goddard Seminary . St. J ohnsbury Academy . . Mt. Pisgah Academy . Storer College . . . College of the Mission House National German-American Teachers’ Seminary. Indian University . Albuquerque Academy . Las Yegas Academy . . Las Yegas College . . Le Eoy, N. Y Pike, N. Y . Eochester, N. Y . New Garden, N. C . . . Newton, N. C . Trap Hill, N. C Citizens of Pike. . . Eochester Eealschulverein Philip P. Dunn and others. Yarious persons . Trenton, N. J . {Citizens of Yadkin Col Members of M. P. Church A friend . Yarious persons . Enoch McIntosh . Albany, Obio . Beveriy, Ohio . Albany, Oreg . Ashland, Oreg ... _ Factory ville, Pa .... Murrysville, Pa . New Berlin, Pa . New Lebanon, Pa. . . Towanda, Pa . Providence, E. I — Bluffton, S. C . . Columbia, S. C . Hollow Eock, Tenn Humboldt, Tenn . . . New Market, Tenn. Eheatown, Tenn . . . Sparta, Tenn . San Marcos, Tex . Barre, Yt . St. Johnsbury, Yt. . . Aylett's P. O., Va . . . Harper’s Ferry, W. Ya. Franklin, Wis . Milwaukee, Wis .... Tahlequah, Ind. T . . Albuquerque, N. Mex Las Yegas, N. Mex. . Las Yegas, N. Mex. . North Carolina Pennsylvania . . Beverly, Ohio . C W. C. Myer _ _ I Yarious persons Students of the institute. Yarious persons . {John W. Hollenbaek _ Eichard Woodward . Philip Tripp . Yarious persons ... Wilkes-Barre, Pa . . . Freetown, Mass. {Mrs. H. A. Perkins . . . Miss M. D. Wardlaw. A friend . . Mr. and Miss J ones . . Yarious persons . Yarious persons . Hartford, Conn - Bridgeport, Conn . . . New York, N. Y _ New Bedford, Mass . Northern States Humboldt, Tenn . Yarious persons Yarious persons Thaddeus Fairbanks. Unknown . . . St. Johnsbury, Yt. . N. W. Synod of the Ee- formed Church in the United States. Mrs. Anna Ottendorfer _ Yarious persons New West Education Commission. New West Education Commission. Yarious persons . Chicago, HI . Chicago, Ill STATISTICAL TABLES. 873 "benefactions for 1880, tfc. — Continued. Benefactions. Endowment and gen¬ eral purposes. Grounds, buildings, and apparatus. Professorships. Fellowships, scholar¬ ships, and prizes. To aid indigent stu¬ dents. Library and museum. 6 7 8 9 10 11 '$43 $800 350 4, 000 r . 1, 500 1, 000 500 320 C 500 \ 3, 000 $400 2, 500 r 13, ooo 1 . $2, 000 r . 200 600 300 200 9, 000 138 125 275 500 5 245 . 1 . 1 . 1 1 1 . 1 10, 000 1 4, 628 1 . 60 l 500 i . 4, 500 I . ! . > 1, 400 ) 1, 000 Object of benefactr n and remarks. $43 800 350 4, 000 320 3, 000 320 25 500 13, 000 2, 000 1, 300 4, 500 1, 400 1 1, 000 13 Various educational reports, pam¬ phlets, &c., for the library. For apparatus. To support a non-sectarian school. For improvements in buildings ; a full set ot table ware was also received. For building and chemical apparatus. Purpose not specified. To erect a new building. Tuition purposes. Purpose not specified. Purpose not specified. ^ For the founding of the college. Purpose not specified. Value of books donated to the library. Purpose not specified. Given in various sums for the erection of a school building. For permanent endowment; the gift con¬ ditional on the raising of $10, 000 more. A gift of a fine collection of geological specimens. To aid students. For building fund. For machinery. For building fund. For building fund. For new buildings. To pay debt on buildings. For chemical apparatus and organ. Value of organ received. For improving the buildings. Value of a stage built by a club for use in exhibitions and concerts. In money and a terrestrial globe. Raised by subscription for the payment of teachers. For current expenses. In books and pictures for the library. For general purposes. In aid of students purposing to serve the church as ministers or teachers. Purpose not specified. Contributions received for this univer¬ sity by the American Baptist Home Mission Society. To pay salaries. For the founding of a Christian school. Gifts of minerals and philosophical ap¬ paratus to aid in forming cabinet and museum. 874 REPORT OF THE COMMISSIONER OF EDUCATION. Table XXIV. — Statistics of educationa Organization to which intrusted. Benefactor. Name. Location. Name. [Residence. Institutions for secondary instr u CTION — C on tinued. Brigham Young College . . Wahsatch Academy . School of the Good Shepherd. Presbyterian Mission School . St. Mark’s Grammar School. . . Salt Lake Academy . ^ - Salt Lake Collegiate Institute TRAINING SCHOOLS FOR NURSES. Connecticut Training School for Nurses. Boston Training School for Nurses. Training School for Nurses (New England Hospital). Training School for Nurses (Bellevue Hospital). INSTITUTIONS FOR THE DEAF AND DUMB AND THE BLIND. Institution for the Deaf and Dumb and the Blind. Maryland Institution for the ) Instruction. of the Blind. 5 New England Industrial? School for Deaf-Mutes. 5 Perkins Institution and? Massachusetts School for > the Blind. ) Institution for the Improved Instruction of Deaf-Mutes. New York Institution for the Blind. New York Institution for the Instruction of the Deaf and Dumb. Pennsylvania Institution for the Deaf and Dumb. Pennsylvania Institution for ' the Instruction of the Blind. Logan City, Utah . . . Brigham Young (deceased) Salt Lake City, Utah f Ladies’ Society . Cedar Rapids, Iowa Mrs. S. E. Haines and Elizabeth, N. J . . Mt. Pleasant, Utah.. < others. Ogden, Utah . C. J. Dockstoder and others. Payson, Utah .... Salt Lake City, Utah Salt Lake City, Utah Salt Lake City, Utah New Haven, Conn Boston, Mass . Boston, Mass . New York, N.Y... Berkeley, Cal . Baltimore, Md Beverly, Mass Boston, Mass New York, N.Y. New York, N.Y. New York, N.Y. Philadelphia, Pa ... . Philadelphia, Pa ... . Subscriptions from Sun¬ day schools, churches, and individuals. New "West Education Commission. Missionary societies and various individuals. Levi Strauss . f Benjamin Riegle (dec’d) . | Miss Wilkins (deceased) < A lady . . I Various persons . ( William Taylor (dec’d) . . . •j William Munroe (dec’d) . . t Henry B. Rogers . Joseph Seligman (dec’d) D. Morley. Miss Eliza Harland (dec’d) Eliza Hutchinson (dec’d) . Eliza Harland (deceased) . Joseph Watson Hibb, (deceased). Mrs. Volz . Alfred C. Harrison . Cleveland, Ohio . Chicago, HI. San Francisco, Cal Boston, Mass New York, N. Y New York, N. Y . STATISTICAL TABLES. 875 benefactions for 1880, sl © LO CO © © © 5^ cm a p.lrt no • «a © CO (M © lOl> 00 CQ + + + ooh'^OO'# o o g s a > CM CM o 9 >3 ft MS o o > > 00 00 t* 80 - 3 S In © M SZ5 rS ^ 'O ■ rt : o £CP "a a a H wa a © 02 IS p >3 ft - o ■S ft* •g o © Cu 2> 05 “O Igp !&-§ 9 >3^ !SP fab §£«5 b >-.5 ?a . o3 i >5 Ph d a .2 i* s-T © 3 © O M P5 02 B fe* O'© 3ft hI “S rd^g . :^| §lw1 I iw ;d ! u :P ; >3 .ft !ft :| J fq 0 rt g a jSH o p fl §1 © © 4d jg > H Qjrp 9 c« : 9 ft ■5 © "£, .2 p * o pp-s . fcsc ft ”09 fell 'M«sl t3&|S |.p >>§> . cep fl o SL ©•23ft ©i^ m §§®2 ft t>ft © lo^® += ©Cm w 2 > ft H ©■g-SL,®^ © s& 'o ^ •SS®7tet3 H " H-S ft © CO © • >3 cj § p^p! a ■> pP © § lillWsal .3H a^saio^-sgt ii'Sg’SSS'BS^S'i il c10 s5h_;'|^ ® ©^'^ 1 3*9lll 1^112 life ft g.2 t>3p^ p wg"l§*° a|jisi\ 2 . ft 05 eg P^I-H -rH j/3 ft te cS 2 M gp 1 a >3.0 3 §*£ © | d ^§>,§8 g «> ©pw © " g*«g“, ft c«o2 © t>3 pft gB? © ©i © B © t> B & S 2 -§§1 g.S B ■e-sc ©^M (d'' >>m|§ Ij d '^|9l| ll|^B i? IsI1l si"! IlSS-gSgl^ .11^8^11 1^125.2% ^^1i^1lll!!l!|!l1l S^aaa ^Poft^g^^p ©^^ o A-2h § p s H H ^ OW PPP rill STATISTICAL TABLES. 877 CM (M Ci I© CO CO CM CO + + O t- + jL © p a > so o aodo CO > > 1—1 00 ^ 00 I % CO CO' 40 © © © © © o © o -go P4 o *= £ 2 o o 5 CD • © • '?. : ^ rW '<-> rsD rW •H i i • • • i i ■•• rl £ : . O , . • • S4 ' : ^ : icis 3 j s : : : : :::::: o M *1 • • • * i i i i r^) p4 : ' o • ■ : : : Siijss iii Htl BO «MPiH -A •2§<1®^®'So ,S*«-9W. £=2 -g 5 a P-i 5? rrd ^ C* i— H ^ n O T“* s ^ • P.O Sf§ 2 -KL .. 121-25. j-8'S © btg.g vh £ ^ rt ^ i Table XXY. — Publications , educational , historical, $-c.,for 1880, fyc. — Continued. ! 878 REPORT OF THE COMMISSIONER OF EDUCATION. O t— i H(NH rH > > O O ^ lO o ^ TJi O O T#« +co ^ OHLOC5COCOCCHO OOOH(NlOOiOC5 HNHNriHHHH + ■-+ + + COO CO CO d O d CQ d o o s a o o o o Cl CQ f> >■ eoa a d > d d coooooooo asaaaaaaa ccccccocc :« n ^ p-l st>a Jftft 'ft . i sMssli! § -^3 §1^15 J .gft P ® 3 flOf ■ ■ " cc r? 3 o p° g > ns © ©ft GS ^ |« ijj soft pH i’s Wo © © O O Pt> .o ft-s 53 ®s 'o >s ftrO.ft r6 S -S| ■q g § la s o 26 . 3H § ;;g -> 5 to w © P’p3 © 6 © HP® «US|{ M.O at gftgft'aSw^ ^ IS ^ © o a 30 © 'go ft ft* ft 'ft. • M _ w rflH5 M ■ ^3 >t^rs 5 g'wcS'g 63 I ° ®P £>o £?go § a ft 333ft £ S3 w^ft.2 <1 ftH HHcc >> ©ft . E- >■ ft © C8 ft ©ft3 g ftOft a a ^ g o © b rP • ■ ■ S rj .2 3 © £rt ® s ® t> © 9 p.ft-qs © psj rt_ p 3 3 f-1 ® ® .2 3"^ ft ft fl'ft'p ft .2 ©2^-2 S Hftftftft.-S P p/p 2?° "ft ©ft 3 ©ft 3 ft o 2 3 § ti'p W g PJ4 O O pft ^©w^ft 0^3; .m | a^ft. 'S © ft «3 - PM -ft •POM ft |.s o pi^ilH^li la* C (1 'lie Winter’s STATISTICAL TABLES. 879 ®af2a*||g|s3gj* oH 0.2 'S a a i ,H2fl P-4 ^ j O c3 ^ •S*S 2M slS^S&gs M^| g^r -2d o j P o d . 14 jwaB^6go.sa-?5Qg 3 <5 U F H Ow 02 £ 5 .2 Sg^Jpl © “ fl 05 * alfvS^'2 . 1 ot^fM O ® ® cd ® ® S ^ ^ 'o -P ® . C'S.-S ® ®h». k. afe o o»> a’|^?a § w« i s 9j»| l« « p 2 cj o f- tuD f-i _; « p ^ oo S db-" o .,_, „ p,cc M ” ,3 |jsj ^ 2£'5 hrg ,5 g k '« !-(>, g (5bMs^3aspacqo 1 1*5 frlteafSi! I5! |3| © ft ^^.9 ° h or-p : ^ r© ^ j M pir©^l u Ph ©= 05 § t- © « M. >j © r MSF ©£ Ph 'd 3 Sc 3c M © ffl^> bO «IS ©S ®oah a © g ® s Ph CZ kc ur*-J I ^ a w 02 © 5 © © &J*rr- mat $ g'np +-§Hra g^u 0.2 ©i a H£(§ >© a © ft U) &J fee© b£© CG-g. S <1 ^ .6 o • H a> g CD ®rrj 05 111 <1 t^Pn . a >a © 3 ;6gl||^ft|ft'S'S2| gntsH..aS^|t=sSggp 2ci_i+il0'S e| bt)_fl ft! ft! ^ h°wr S H O <1 t.& ' t? W'la^oj ,t;^^ o1|g'©©| » s ■a wr©L? >.-a^,° o o % ©ft ® 2^ o?2 ©^ ^ •©> ^gg^fl.91© |« W W ■“ J'S >=©5 © © ^Ph • gtfi ^3 ©r ^2®o.2 ■ g-® g *4 |»o 0^0 >s - © JH O ft ^ 23 .-© ^2 g ou ®p ig* - d. :P -g ■ . © 1 03 rd i s P I §W lij P-d S © s MSS 2 dPQ § .A §.aa ~k is ® iS^‘3 "o £ S § © s a £ « rt . jd'd 8-g ecg II oT3 -g a'g ®o "S t£ C M P 1=4 OflO = « £- — -2 n 72 • -C'S O R £3“l§5 ,_, © S~ gig c £ £ •JJjh-A s g||1t O ® 3 © -c y h M&its- Rd. £■& 8a- ll ii§§s« §POPO © P P a § 2 .a ^ siJlS o cj— i a oo «-d © a ^ . > o O S © .‘3 - a rtdd © 3 HP 8 * § «◄ | ® ^ ^ . 2 ^ al®U'3 * § § §&4 33 gp-~ o . 'd i >jd*S OPr-* Ja >• cq >d d: • >3 o es ©.©^m o.-2 i- d Jr ^ M « ® p-'cto £ p . a? © o M WTg t£P t-. c "h (C. >.’£ o g sPPca -s c 2ia' © „ oj .3 2 -2 B £*'3re •? ® ©h; c 5 a gp bb Pd •I 5 § t 'a rt 03 d3 fcc P .a ^ ’5 o i i o g «pq -“sa bit-* 3 .© o- ci gp^ ^3 . o ^d >J Pr2 © lO p>5 -§?g” ^i.-glppl Bft2 a So® ci a COBC © rt C- • A "5 a ^'ESf^' 'daQ gP ©eg r ° S^5 ta ^22 rc O © o m -rt b.c-c fer: Si£ o|p tj gd®3 h'S A hO 3© cs o H s_. 5 ^OCQ©p ,®-p Sisj-ga^ rt ©pP S -d|gM§P-£PHPj^ OOP P P = HP STATISTICAL TABLES. 883 > o o oo o © » ft ft cS ei PP oo tn 05 co oo T ~ o o S 3 o o • o o o sa p a 3 a 05 05 P* 05 CO 05 o o 3 3 05 CO ’o\»* £?a £ © a © PWizi O bD P o gt* w. © || JH o2 3 >> = stR - © Pi tro oV - O A •H ® r -h 1 * 8 2 Cw fbo O P< cc o ct C3 i ^1|S3 # a "“W q op ® ~ a p © EH « W*H ® ehh ^ *-■ • S.3 « ® p © O y>g ■e.Sfo p^ ©tj £ &©«8 ©rl W| P p >»2 « p u ft O o b-Psft W°« p > ^ 5«p? 'a ^ ft ; ppj cSQ ©o a 8 *"-5 cp - r. :ch s a 0,i Q o3 a i? M p P«3 W : •m c© g" rt a © p p.a .a ft 05 a ; p , a -p . It i>© P p • fewi . tr„ :|^I ft p • 9 © * " 33©^3, ;S >-.'2 © , :~3 (A ! © P C p "© PC :ft’Pft £ ftPO P2 : ft© !££: |‘W pq t- ft p a o <3 bC tc p © © © © © § 1-3 (=3 8 © ©w II i ® ?Gi© ! >v2.© © p-> as >9 P g © „ ’S “e-g ©i^® _ ft^'c©^8 -llgjg pc o ©P^J2; a, •Sfe ” a d-eceftPo © a & .“|*S^g5gl W.2 .ft © © * ©A1© © 3 Sftpl©r>^Jft^ h 02P PP i^P-t^P llll’SS igl s«» e liS<3Sial:l‘?'l|«l |.ifjj >-.£■© S«g .■g-iilfil !<2m p.p § ©«^ S I'S 2 sic Eft “2 rfl re rH C m r- p a ^P ft w © ftp EH3 'p£V 0 © gS-S-e* c3 c3 p S 3 P h 3 $ >> 9 S gfcC&«|--B| . "I 1 §| P^©-< 8,cH __ fl'A p P UKO^KpPjr-WOp pr5.S'^' . *zr C/ -f-< . i'^> ri . r- C ® 2 ‘ = ®ft o . o ■ g J^J^r c e>t; Sp^l^^'S'g-Jftft-l nC-5®^ I'C ■■5 2 w p r§f=)oa©p = ©3|’© ft3 © g E £ ^1^2^ |||s J E SI f a «3-~^ ft© PPEh S P M os’O as P<1 ri: la a ©i -a oft© ft . p, ^ fttitp 3 ft & a p j w w 4^ © © ** *0 ©as p g os . g^i©«-2 : M o -r Jrj® 5 o k.'T 2 & © iS -g ajaoW c° « §fe©©|i? c£ wj P ^ *2 — * rH P« CC 5®2rC!.S^5 3 ft£-«H © s-c ft ft3^<« c ©«3 a © c _jft PS* S © £fl-CC®®0 a pPCfttfaJco ■sl« 11 g ttft .2 a s! a 3 § !»1 5 3 2 ft •sis . >5 btt^pq ft >; © © M«'e© JO'© c ^ -ICG g i gw.2 o^h © t,a p ©Sft^ s-g p§ a Ee “ft h'^cc ' By Jos. Table XXV, — Publications , educational , historical , <$c., for 1880, fc. — Continued. 884 REPORT OF THE COMMISSIONER OF EDUCATION. i iO r S.2 O © (S° P. ft, C, Pi eS c8 «3 e3 Ph P-l Ph Ph lOBOOOW NMOOrfO r® fcC |& ft iO 04 > £3 o p oSooooOooo'h ns of©r©p3r©.9r©r©r©S' QPh 000S00 rarara « rj rs - • t? - 6 sa • • • » • d • • • PP M rK • c3 ■ • • *cS • • • 0 ” . p^ 6w :fi : : : :t> : : :p^ph :o ’■rO • 2 :pm 2*5-3 liHa •|| sS ca So a . ou5 t-shsWP ;§ CO (M ©*"1. S *3 8£s CO -3 = g • ^ s d OD , O •33 c2 Ah ?H . Qj CO). * b .Pi „ g >£?S I"*" o§Pi| a ‘ss 1-5,^ PP O _ ►da©9 hT • «3 • I ® ta 2 3 ■ ® 2 ■ ® 05^1*2 • bD 3 2 ^ jscp 31®1 2-2 H pj w eS .5 p a ® c-r-i Ci © Vt ^ 4^> oa® a >,oH 2 t»o®ao|”o ..9 ®PPPP jlpgJ.S J||j| f O . 'o^H 2 >;t>5 opqpp ;®||i I ^ S^'^gczj ••'§!» L® ^£d-ro aA ClflH® 2!^Ul!III55al!3 £ *1 fc-,3 PP ’a H iJz? ‘SO >5 Swpp 2 &D r a N ■s a a a fl ®~ e8.2 £023 • 2?2aO® •55 ® 2 . t-3 JW Q S£ 0 ®w a3 ■g 3 0 s ;<1SaS§ i-a^sa ^ H g ^ 3 H .2 M g § ^ a S ^ H t3 fl H eS O h bl) o o 2 ^3 o a ® 02 STATISTICAL TABLES. 885 S §S § §§ § 3 SS S§ SBS g ££§ gggggs g > 00 00 A £ o A :o < a o CO © as „ p4£ o a &S o a s§ et* •J 'T* • fl *6 <0 <1tf Ph a : • O : H 5 •rj pQ . a ® 'g eS H W -S&fr 1.2 g^&sa S a 3 £ -a I- . O- 2 *- "ft P4 ft . f4 'a © 5 03-43 a 2 Jft ft ft o © a 2 ® _£j £ . r_2 -O Ha a'O ^|*F» ~m < j-a .9 . © • a a 9 ra a S a 43K P8*s§.2£ a s. gp g t-fl * q'ft * Sea o a S 1 £. j+ o+4 oa fl ■ ■2 § £ ^33 o _ 5® ^-9,^8 § 03^3 ^|lS3§b^J >>2 SPH43 a ^-43 WsoSk g|0^o>a^g Ss ^ § So g,w s|, P a^-qg^ .Og|W; 1^§2 .2 ® g-apq ft^ ft© § w &oga © 1 2. 2 © 5 ® « bJHorSo 8^ o ft ^jn^O ft CQ ^ O C3<1 H H <1 W §-fs © l|3d -ill *C §- Vh -2 22^ 3>-^ ■ts'SoP 3 a S ® Qj h P b; m M ^ CO o. . o^P ^ © ^-a >~-S ft cij§w.-o 8 . £>*•+-> p I” s&lll ^ ^.2 J a ^ PWa|*a •8 8-S|| I F|^q P 21218 o.2 ga'3;2t3 ' & 'l£l^a ^d-»iaa's&.' . > *g © W >5^2 "© fS 03.2 p o g+4 2a ®i43 ©a-13 2 £ © P qa.2fM-3 w HO W ra a< P.2 STATISTICAL TABLES. 887 8 §38 3 8 883388 8 ®1(5 3 3 8 3 8 83 83 8 •-t CO O rH ^ f— ( 00 CO f- O COM — I Table XXV. — Publications, educational, historical, tyc., for 1880, $-c. — Continued. 888 REPORT OF THE COMMISSIONER OF EDUCATION. STATISTICAL TABLES. 889 s § §§ ggg tH rH 00 CM a a r^° <1M '• § :r ; * • * Ho £ rd CS o •“5 h> H O O O C <$ w a a 3 o u a i a a" o o c oP-t. ^ a o . W fe? 43 .a £ ®£: ^is cc 2 * Jj-eq pH »a ’ o sc <1P | A •" o V p> ►- BH : a ca a 63 >3 w '© ci © h a 0! d* ra £ 6 O m - £ 3 o 0 pq pq o P a ® S.5 rt ° r h ® 0 x <4-1 P ®Rrh' 9 £ a .2 • — 3 - » ^ .. «a 23A a OaHm5s®B'na©.a© »&;§ O g® ®.J R-S £ £.2^3 ©t> §>£•£ o ® «rfPriWHoo^ pc o CP •£ /» >-, 2 P : -g 2 C n SSlj.Sftf'S; l5|8!<&S5i MHmMH o2H P^H r>. P C> M'S of cd-3 © ^ a,33 a §H j a ■p.'a g ^ ^ -_; ! ® .© as © <3 A 1-5 .~ -d cs *: K> S 2 ® cc > aBB eP Crf5^ d? r-gs® g^^gpsj; PHbP HOP O o Sa^.23 P S A ^ 3 ; TS’§-§ *1^ ••► 3 pq"5 ^ ^.h ® ^ 'm 9 ®* © y 3 1—1 cq’ © 3 ^-3 » o c : 'a 9 a £ ac S ® .2 cq H stH 0 o S9sS®hO ^ 1 a^ ®'" O -d.O n ffl'-H;v.rt fi 5 U5J .o M t>3 031-1 03® 2 03 H “3 2^. l> fcc® 2J:S ord^3" ®A oO'E s ®Wo O 1 ° £33 ^Ho^ £ £^3.9 a H oaBQ^^PH -OH I STATISTICAL TABLES. 891 S £3 38 8 33 338 § 8 8888 888 SS3 8 838 i (5 I Speech of Table XXV. — Publications , educational , historical, (j'C., for 1880, $-c. — Continued. 892 REPORT OF THE COMMISSIONER OF EDUCATION. ® ® 1C O 3> CD a i © © > > oo oo o o > > 00 00 a o © o o o > > > > 00 00 00 00 w 3- £1 © O HP s © o o P SO •S3 P 2 aM © © dip t>S f© r- } CO ■° §) 5 3 © fee 5 c O !c- ^.2 C « w © ’c © O £ )3 >a 33 u a 33 c .3 P a P 8 S * § E I* © P |C ,p g c S Tr-S CM § .© PH©* &-.C © M© £ .P <3 £ kP1 <3-° © PI C~3 c2‘l§ ■all hcg-g c 5 ? sag CQ H •° ,2 © © It© 1 HcSS & r< 7? © fcp§-S H$z _ >i o C 33 /v> oj 2 s © F-, H • © §©£p a .2 w u <1 > % g c£|£ . © C^U® ® (/J O 40 "o ZJ *43 o if t> ejp3 >rg £ © IS '“<3 , GQ ^ o P .•“ .3 - 9 © w ©^ © yrH EP o H > >5 Nfl a * .2 0 S 3 %to r-33 HP . © pp o +* 33 a <0 -*-« 55 ; 2 P g a Fh O P‘P C.P, © c £P © C cl © 3 © c3 © ,3 tl33 O 3 cc c3 ■J © . © o © P-2 2 02 . P gj£ ©c.^^a^o® t'.'C _ ^ 3 § IS o a1© % Hs © © CH c© ©QM c . _ •f p-j ® p_( $ © © 3 P StflflftooP tS^^O? 30 - M "■ yd O ® g. °S-2: ©■^ § © g 8 •£ § 2 ■£ ^ >3 ° « .© ’© 31 « a _ '0.2 °p go E'Pt?H'S-£ 2 SP^ ■rs-SS 0 5 g g§S ls«oJ g-i g g’g g WRP <3H H H POMP <3 H P ^ P M _ _ _ . „ f ps™ 3 — 3; ’fcJD'o 2 ' o||^‘:S53l|5|g^l-=“S.a !H a© S«C £ 9^ © © p g .£ t.Shirf1 a a _§)g £ I © . 'Efe: © r' .3 • p.> ©CO h 2 -3 >3 © © © g fcfi ffl o ^ © © ©3- •rt S © © S3 a ° © no a ■S'© o ha § ?« as © ofio d £ _ © ph^® 2,2 |© © $ p a § a-s go gro •SgSvSv £ o> g >3® PM 5W~ © >3 w ® . 3 12 S§ pp'S Hi 1 2~ © 3 3 3? 0^3 vP ©a So § £p© °§§ «sg © cs o ,_, 3 s- rt 3^ 44 © P « . J: 1^1 n I ? .o ’© • £ M 3 3 * Sh ®<1 .*■= a ^ o £ © : s : ^ : © © o © a a Ho M o «.o 3 0 O >3 jaea H c • © 4© pq®- * P > ® 3 O •£ 03 P_( © ®Q.2 44 3 SF ® ® ® a — O • 3 p > ®m 3 3 44.3 rl m Bfti « B’ © § ©He; tt® . UCA fc 0. ° _o © ?* .2 3 loo. >3 .« © o M P O ^3 yi w-j a . 3 5 fcfi >3 ppS a^o ?©*£ NaW ^ o • ^a M©".2 * fzj m V* p © © p> p^ as* O 3 Is H § >3© pa © u n « M © o..S 3 cD s a ip w o .go I a t>3 © -p;o Ph 5 ; an * ; Sm © t; © o OP4-2 ^ 2 O >3 >3 © fc3 44 50 PQ >3 g'g'fe go © ©^^3 ® " - O® P SU'alSI ?."§ °3 24=3 Q H O - £ H o_o •>,£ a a j m © © © ©<| o H , 0'S 2 £;MrM pq r*^ j p 0*2 p p ’ ® 53 © «ra,a 3 S'S CO ® : © S © a Is a gS^sll illllf-l H “S52” 3 P o P43 S O Ph 3 ©H © ? ® 2a? ^ r- © o 0 u C3 Fh X « on;^ „ 0 > SU rPr-J P §.gr ^ >.5 J g S5-9 g.SW’Syf' a 2 ^3 ° a «pa Sor p H 4 to STATISTICAL TABLES. 895 8 § S S s §§§§ cm o c o £ £ £ o o o CM o o > > t> o o £ £ 00 CM | A O ef :*8 o^4 II ci S> m o •2 a o c3 O © O $ s © d § a a 1 : : d : ; '. j : i ;a£ i : o • a : jo i ; : : : : :a^ : i a ' a ; i SUL * J3' cfl-t © ..a to oco ® '(5 'fepy 3 3 02 O ' fl 3 H lT* c3 (*&■=§ *11! .• cS „ .i: Id -+3 O -J PM _ t>» |M c © <& 5 g 5 : c3 • a 8 £ o bc-s © © ■?, „ o ■§ ^ ‘43 33 o § © S -y ~ -M - bJD _bB p.j2 jj § aia 2 s'So'g' ri g © g UJA §3 El g o £ ril3«’w) ^■ga .3 |§,|g?s ^alQ CO O 3 o r*-» o "§ . aa d a a a 2 ©3 5 s a g •pH © ; ^ .H O d ” S> . • i i §1 ® © § til ©"© flo|g Sa'-’cifly Ci jj -<-r-rCj ^ gd ©3;5 a g||oil ^f§§ © d 2 « © m 13 a ^ ® a *da ,2d.c hhO § s® be d Q fc-.H ©h M ^ © >3 ’© © a © - - be as 3 a s« ~ ., ^ fcccscq * H 2d • ©2 £.2 d g £ £-3 3d “d ted 5 © S s n , © ij o ^ I .p!§h a g «« ^ >n£ © 9q^|^ & a £->3 .9 ® © rt 3 CC £m © .3 O >,£=« « 3d 3 M beg O's^'S^ ° - °M - p>3§ ca 9 1 a ^ ogtH O-g «i8l-3H«fcgs*l| 1-5 !®s|i3g«> gill i t> aa a h H3 la ® CS c £ C9 ^ m o s a . ^ © ad Cn © ^ ©r3 diSdH BWc r!4 o t> o .£ © 1 aa 33^ o £2p® . 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S-a 2 a ! rt : S 9 • H : «a : a o 3 « .S J-4 . ©^ © ^ • si;* f-< ^ <1 M‘ CD O CO £ Pg 1-2 5 A £!c B1 «a o o '^Pi c ^ o © 2^ Sgln’® • 5 rH 4h r^4 213 ®°3o •«;£ £ §'S^ 232 2^ Slo^O-d , g p ©3«m g i 5 © s o ;'£| g ^ ., sg S-2 ^ * b-° “ 2 ° s toco 1— r— C- lOrf HCOlO -R+ + + oo ceo rH CO CO „ O > CO i-l 00 o o o o 2 S 3 S <£3 3^ o o 1“ is .a .a 9 ns 4 '£*§ bC-2 ® §§’£ S*5S • a ® t>> 2Sh'° ng4 ^HSo <1 • H ».S §f O' ® rr> • AM 0 I g^ ig .2£«^|g t> Pi i W ^ 43- ts-§ 5 »o g © .a PP © .a Pi • a o °s _-e8 £ S5B- dN >3 05 CD ® 1 -2fP >+ | % p & . a a-r e3 © p .s to * • ©J^ CS'O CO r-J © fct . |_J &&&%' . Ci >,5 SP4 4i»- ■ t*> I fin* p p J 161 ci (>,.« IpW w 2,©3 . c3 <3 p«J} 5> ® p 3 oco cT +,.g o ©3 £ p-.co .PS © ,• S ^ A R c||Sfl“~ Wflglls-g 'S.-s’-Sr4!-^-^ ® -5^ SM P.SPo h3| t? 1 ®|| I 1 |S Cj rS l*V 1 *3>I n , Cj d 35 S.'S t>> oppfe &P ^ r3 k*’ B3 . bD © S3 " tc P3 JZj ^ . "S a © Pj 05 P .2««g^-g| O p -j 9 pq i> . © A# fl ^S-l-EJ S ^§2 © a §2 SSso .-. w o tM flifoq © © ® a 'wfeW a -2©2m »-9 ?.s a ® © ® p >j a-s-l's m A,® d STATISTICAL TABLES. 903 Table XXVI. — Improvements in school furniture, apparatus , ventilation, ! Slato frame. Blackboard. Hand ruling pen. Evasive rubber. Pen wiper. Ellipsograph. Fountain pen holder. Fountain pen. Instrument for computing time. Pen. Clamp for carrying school books. Ventilator for dwellings, Ac. Blotter. Portable galvanic battery. 904 REPORT OF THE COMMISSIONER OF EDUCATION. Table XXVI. — Improvements in school f urniture, apparatus, #c. — Continued. Nam© of patentee. Residence. Number of patent. Title of patent. 1 2 3 4 Benson, Henry C . Benson, Henry C . Benson, H. C., and J. Hoff- New York, N. Y _ New York, N. Y.. New York, N. Y - 285, 726 223, 467 223, 466 Pencil bolder. Lead and crayon bolder. Lead and crayon bolder. naan. Bowman, Claes TV . Fraser, Harry . Gifford, J. H.andC.H. New York, N. Y - New York, N. Y - New York, N. Y _ 235, 122 223, 498 232, 022 Hafely, Alfred C Herzog, August . Hoffman, Joseph Hull, TV. A . J elliff, C. H . XI oiler, J. A . O’Ryan, Frank New York, N. Y _ New York, N. Y _ New York, N. Y - New York, N. Y - New York, N. Y - New York, N. Y - New York, N.Y .... 232, 607 233,618 f 223, 510 223. 511 223, 512 J 223, 513 1 225, 379 I 228, 897 235, 149 1 235, 150 226, 317 228, 642 230, 036 224, 945 Schilling, TV. J .... Sneider, Charles . . . Sneider, Charles ... Sneider, Charles ... Snter, John . Faber, J. E . Du Brul, Napoleon Iliff, Martha A .... Randolph, T. F - New York, N. Y - New York, N. Y - New York, N. Y _ New York, N. Y - New York, N. Y Port Richmond, N. Y Cincinnati, Ohio .... Cincinnati, Ohio - Cincinnati, Ohio .... 232, 211 235, 307 229, 768 234, 084 233, 814 225, 732 229, 988 225, 215 234, 781 234, 332 Rapp, C.F . Reed, S . . Stewart, A. Y . . Rowell, Henry L . Yan Houser, Henry . TValke, H. A . ' . Greene, TV. B . Sprague, TV. H . Allen, Charles E . Davis, B. L . Dodson, TV. P . Harden, J. H . Smith, B. H . Cincinnati, Ohio . . Cincinnati, Ohio . . Cincinnati, Ohio .. Dayton, Ohio . Dayton, Ohio . Hamilton, Ohio . . . Marietta, Ohio .... Norwalk, Ohio .... Mansfield, Pa . Petrolia, Pa . Philadelphia, Pa . . Philadelphia, Pa . . Philadelphia, Pa . . 232, 416 22S, 559 224, 965 224, 306 236,319 235, 396 227, 894 235, 656 231, 516 228, 448 228, 808 230, 008 232, 309 TVillans, T . McElroy, H. H . Thompson, George B Cross, A. T . Darling, Samuel . Knight, G. H . Sullivan, C. P . Murphy, James . Cushman, H. T . Philadelphia, Pa . . . Pittsburgh, Pa . Pittston, Pa . Providence, R. I ... Providence, R. I ... Providence, R. I . . . Line Creek, S. C . . . San Antonio, Tex . North Bennington, Yt. Career, B.G . TVilcox, J. H . Connell, J. H . Bauman, John . Johnson, Henry . Sigsbee, C. D . Twitchell, Lonsville. St. Johnsbury, Yt. Portsmouth, Va Charleston, Kana wha C. H.,TV. Ya Oshkosh, TV is .... Washington, D. C . Washington, D. C. Washington, D. C. 223, 788 226, 411 227, 662 229, 305 230, 619 230, 424 228, 416 229, 740 233, 203 229, 962 224, 261 231, 403 226, 155 234, 875 224, 962 226, 942 Ducker, W. A . Mackinnon, Duncan . Gurd, W. J . McBean, Cyrus . Burgoyne, Ontario, Canada. Lucknow, Ontario, Canada. Sarnia, Ontario, Canada. Toronto, Ontario. Canada. 233, 737 226, 618 229, 118 233, 424 Lead and crayon holder. Lead and crayon holder. Combined portable health exercising and gymnastic appar atus. Lead and crayon holder. Draughtsman s triangle. Lead and crayon holder. Inkstand. Metallic self binder for books. Book cover. Apparatus for illustrating the rules of perspective drawing. Reservoir mucilage stand. Combination pencil holder. Combined blotter, rule, and paper cutter. ^ Lead and crayon holder. Crayon sharpener. Lead pencil. School slate. Guide for pen holders. Telescope attachment to surveyor’s com¬ passes. School slate. Reversible slate. Hinged slate. Hinged slate. Pencil-sharpening machine. Fountain pen. Fountain pen. Penholder. Multiplying-scale beam. Calculator. Blotter. Parallel ruler. Meridian attachment to transit instru¬ ments. Fountain attachment for writing pens. Arm rest for writers. Slate frame. Fountain pen. Graduated measuring rule. Inking pad. Adding machine. Book rack. Combined ruler and pencil case. Combined rule and scale. Inkstand. Pen fountain. Inkstand. Mechanical accountant instrument. Parallel ruler. Hand guide for use in teaching penman¬ ship. Parallel ruler. Pen. Interest calculator. Ellipsograph. STATISTICAL TABLES. 905 Table XXVI. — Improvements in school f urniture, apparatus , $'C. — Continued. * Name of patentee. Residence. Number of patent. Title of patent. 1 3 4 Oliver George . . . City Eoad, County of Middlesex, Eng¬ land. Norwich, England .. 233, 541 Apparatus for use in gymnastic and other performances. School desk. Glendennin01, John . . 224, 174 234, 123 231, 295 230, 227 Hofmann, Heinrich.. . . Gotha, Saxe-Coburg Inkstand. Eppler, W. E . . Bourquin, C. E ............. Gotha, Germany. Herrstein, Germany. Cormondr6che, Book holder. Geographical clock dial. Switzerland. f INDEX [Note. — The reader is respectfully invited to consult the prefatory note on page 3, from which it will he seen that the arrangement of this report is such as to obviate the necessity for many entries which would otherwise find place in this index.] A. Academies. See Secondary instruction. Adams, William, obituary notice, 235. Adrian, Mich., schools of, 161, 162. Agricultural and Mechanical College of Ken¬ tucky, 113. Agricultural and mechanical colleges, land grants to, xxvii, xxxii-xxxiv. Agricultural colleges, recent history of, cxl-cxlvi. Agriculture, colleges of. See Science, schools of. Akerman, Amos T., obituary notice, 65. Akron, Ohio, schools of, 248. Alabama, summary of educational condition, xlvi. abstract, 4-11. Alabama Agricultural and Mechanical College, 10. Alaska, summary of educational condition, liv. education in, 350, 351 Albany, N. Y., schools of, 222. Alexandria, Va., schools of, 328. A llegheny, Pa. , schools of, 268. Allen, Fordyce A., obituary notice, 280, 281. Allentown, Pa., schools of, 268. Alsace-Lorraine, educational condition of, cciii. Altoona, Pa„ schools of, 268. American Academy of Arts and Sciences, 399. American Academy of Medicine, 402. American Association for the Advancement of Science, 399. American Association of Instructors of the Blind, 401. American Frobel TJnion, 397. American Institute of Instruction, 395. American Library Association, 402. American Medical College Association, 403. American Philological Association, 397. American Printing House for the Blind, clxxv, clxxvi. American Public Health Association, 402. American Social Science Association, 400. Amherst College, discipline in, cxxxv. Anderson, F. E., obituary notice, 157. Ann Arbor, Mich., schools of, 161, 162. Apgar, Ellis A., term of office of, 217. Appleton, Wis., schools of, 344. Argentine Confederation, educational condition of, ccxxxi. Arizona, summary of educational condition, liv, lv. abstract, 352-355. Arkansas, summary of educational condition, xlvii, xlviii. abstract, 12-17. Arkansas Deaf-Mute Institute, 16, 17. Arkansas Institution for the Blind, 17. Armstrong, H. Clay, term of office of, 11. Army schools, ccxlii-ccxliv. Art, schools of, in the United Kingdom, ccxii. Articulation, lip reading, and sign language as means of instructing deaf-mutes, clxxi, clxxii. Art instruction, special report on, ccxxxvi, note. in Hlinois, 76. in New York, 231. in Ohio, 255. in Pennsylvania, 279. in Khode Island, 288. Art instruction, in District of Columbia, 366. statistical table of institutions for, 824-847. Art School, Massachusetts Normal, 149. Associations, educational. See the heading Edu¬ cational Conventions, under the respective States. Atchison, Kans., schools of, 101, 102. Atlanta, Ga., schools of, 61, 62. Attendance, daily average school, in the Union, xi-xiii. comparison of, for ten years, xxxviii, xl. cost of education based on, in cities, lxxxi. ratio of, to school population in cities, Ixxxiii, lxxxiv, lxxxvi. statistical table of, in the United States, 406- 413. Attleborough, Mass., schools of, 144. Auburn, Me., schools of, 127, 128. Auburn, N. Y., schools of, 222. Augusta, Ga., schools of, 61, 62. Augusta, Me., schools of, 127, 128. Austria-Hungary, educational condition of, cxci, cxcii. B. Baden, educational condition of, cciii. Baltimore, Md., schools of, 135. Bangor, Me., schools of, 127, 128. Bartlett, David E., obituary notice, 44. Bates College, 129, 130. Bath, Me., schools of, 127, 128. Bavaria, educational condition of, cciv. Bay City, Mich., schools of, 161, 162. Beadle, William H. H., term of office of, 359. Belgium, educational condition of, cxcii-cxcvi. Bellaire, Ohio, schools of, 248. Belleville, Ill., schools of, 70. Beverly, Mass., schools of, 144. Benedict, Erastus C., obituary notice, 234. Benefactions, statistical summary of educational, clxxxviii, clxxxix. statistical table of educational, 848-875. Berkeley Gymnasium, course of scientific study in, cxvii. Berlin, educational condition of, ccvi. Biddeford, Me., schools of, 127, 128. Binghamton, N. Y., schools of, 222. Blind, institutions for the. See the heading Spe¬ cial Instruction, under the respective States, summary of statistics of schools for the, with remarks, clxxiii-clxxviii. institutions for the, statistical table, 750-753. Bloomington, Ill., schools of, 70. Bloss, John M., term of office of, 87. Boston, Mass., schools of, ccxxxix, ccxl, 144, 145. Boston Latin schools, cxiii-cxv. Boutwell, George S., remarks of, respecting scien¬ tific instruction, ccxxxv, note. Bowdoin College, 129, 130. Bridgeport, Conn., schools of, 40. Bridgeton, N. J., schools of, 214. British Columbia, educational condition of, ccxxx. British India, educational condition of, ccxxvi- ccxxviii. Brockton, Mass., schools of, 144, 145. Brookline, Mass., schools of, 144, 145. 907 908 INDEX, Brooklyn, N. Y., schools of, 222, 223. Brown University, 287. Brussels, condition of schools of, cxciii. Buchanau, John, fraudulent traffic in degrees by, clx-clxv. Buffalo, N. Y., schools of, 222, 223. Buis, Ch., address of, at International Educational Congress, at Brussels, cxciv-cxcvi. Burbank, Levi S., obituary notice, 157. Burlington, Vt., schools of, 319. Burns, James J., term of office of, 257. Business colleges. See Commercial and business colleges. Business College Teachers’ and Penmen’s Associa¬ tion, 398. Bussey Institution, cxlvii. C. California, summary of educational condition, L abstract, 18-27. Cambridge, Mass., schools of, ccxl, 144, 145. Camden, N. J., schools of, 214. Camp, Henry B., obituary notice, 44. Campbell, Fred. M., term of office of, 27. Canada, educational condition of, ccxxx, ccxxxi. Canton, Ohio, schools of, 248. Cape of Good Hope, educational condition of, ccxxix. Carbondale, Pa., schools of, 268, 2C9. Case School of Applied Sciences, 253. Cedar Rapids, Iowa, schools of, 91. Charleston, S. C., schools of, 293, 294. Chattanooga, Tenn., schools of, 301. Chelsea, Mass., schools of, 144. Chester, Pa., schools of, 268, 269. Chicago, Ill., schools of, 70, 75. Chicopee, Mass., schools of, 144, 145. t Chili, educational condition of, ccxxxii. Chillicothe, Ohio, schools of, 248. Chinese, education of the, in California, 26. Cincinnati, Ohio, schools of, 248, 249. Circulars of information, list of, published in 1880, vi. Cities, summary of school statistics of, lxvi-lxxxii. elementarv instruction in, lxxxiv, lxxxv. table of school statistics of, 414-463. Claffin University and South Carolina Agricult¬ ural College, 295, 296. Cleveland, Ohio, schools of, 248, 249. Clinton, Iowa, schools of, 91. Clinton, Mass., schools of, 144. Coeducation, cxli. Coelln, C. W. von, term of office of, 97. Cohn, Hermann, researches respecting myopia among German scholars, ccii. Cohoes, N. Y., schools of. 222, 223. Colburn, Mrs. M. P., obituary notice, 156. Colby University, 129, 130. College of New Jersey, 216. Colleges. See Universities and colleges and Su¬ perior instruction. Colorado, summary of educational condition, liv. abstract, 28-35. Colorado College, 33, 34. Colorado Institute for the Education of the Mute and Blind, 34. Colorado Stal o Agricultural College, 33. Colorado State School of Mines, 33, 34. Color blindness, report of Ur. Joy Jeffries on, eexlix, ccl. Colored race, instruction for, lviii-lxiv. Columbia, Pa., schools of, 268, 269. Columbia Grammar School, course of study in, cxiii. Columbian University, 365. Columbus, Ga., schools of, 61, 62. Columbus, Ohio, schools of, 248, 249. Commercial and business colleges, summary of sta¬ tistics, c, ci. course of study in German, cciii. statistical table, 480-491. Compulsory attendance, in California, 30. in Connecticut, 38. in Kansas, 100. in Massachusetts, 142. in Michigan, 160. Compulsory attendance, in New Hampshire, 206. in New Jersey, 212. in Ohio, 246. in Rhode Island, 284. in Texas, 310. in Vermont, 318. in Wisconsin, 342. in Arizona, 354. in District of Columbia, 362. in Wyoming, 392. Conant, Edward, term of office of, 323. Concord, N. H., schools of, 207. Conference of principals of schools for the deaf and dumb, 401. Connecticut, summary of educational condition, xlii. abstract, 36-45. Conventions and associations, educational. See the heading Educational Conventions, un¬ der the respective States. Cook, George F. T., term of office of, 367. Cookery, schools of, in England, ccxi, ccxii. in the United States, ccxxx viii. in New York, 232. Cooper Union for the Advancement of Science and Art, ccxxxviii, ccxxxix, 229. Cornell University, cxl, 229. Council Bluffs, Iowa, schools of, 91. County superintendents. See the heading State School System, under the respective "States. Covington, Ky., schools of, 111. Crime" and education in France, exeix. D. Dakota, summary of educational condition, lv. abstract, 356-359. Danbury, .Conn., schools of, 40. Danville, Ill., schools of, 70. Danville, Pa., schools of, 268, 269. Danville, Va., schools of, 328. Dartmouth College, 208. Dascomb, James, obituary notice, 257. Davenport, Iowa, schools of, 91. Dayton, Ohio, schools of, 248, 249. Deaf and dumb, institutions for the. See the head¬ ing Special Instruction, under the respective States. schools for colored, lx, lxii. summary of statistics of institutions for the, with remarks, clxviii-clxxiii. schools for, in Germany, ccii. institutions for the, statistical table, 744-749. benefactions to institutions for the, 874, 875. Decatur, III., schools of, 70, 71. Degrees conferred, in law schools, clii. general summary of, clv-clx. sale of collegiate and professional, clx-clxv. collegiate and professional, statistical table, 720-737. Delaware, summary of educational condition, xliii, xliv. abstract, 46-51. Delaware College, 49, 50. Denmark, educational condition of, exevi. Dentistry, schools of. See the heading Profes¬ sional Instruction, under the respective States. statistical summary of schools of, cliv schools of, statistical table, 709, 710, 716, 717. Denton, James L., term of office of, 17. Denver, Colo., schools of, 32. Denver University, 33. Detroit, Mich.j schools of, ccxii, 161, 162. Dickinson, John W., term of office of, 157. District of Columbia, summary of educational con¬ dition, lv. abstract, 360-367. District officers. See the heading State School System, under the respective States. Doane, Bishop, remarks of, respecting education, v, note. Dover, N. H., schools of, 207. Drawing in public schools, ccxxxv, ccxxxvi. Dubuque, Iowa, schools of, 91, 92. INDEX, 909 E. Easton, Pa., schools of, 268, 269. East Saginaw, Mich., schools of, 161, 162. Eaton, John, Commissioner of Education, report of, v-cclxii. Elementary instruction. See the heading State School System, under the respective States. Elgin, 111., schools of, 70, 71. Elizabeth, 1ST. J., schools of, 214. Elmira, N. Y., schools of, 222, 223. England and Wales, educational condition of, ccx- ccxiii. Enrolment, school, in the TJnion, xi-xiii. comparison of, xxxviii, xl. statistical table, 406-413. Erie, Pa., schools of, 268, 269. Estill, Harry, obituary notice, 332. Evans University, 33. Evening schools, ccxxxix-ccxlii. Examination of schools, xxiv, xxxv. Examiners, State boards of. See the heading State School System, under the respective States. Expenditure, school, in the United States, xxii- xxiv. comparison of, for ten years, xxxix. E. Pali River, Mass., schools of, 144. Pay, Edwin H., term of office of, 123. Peeble-minded, schools for the, summary of sta¬ tistics, with remarks, clxxviii, clxxix. in Connecticut, 43. in Illinois, 75. in Iowa, 95. in Kentucky, 115. in Massachusetts, 155. in Minnesota, 176. in Hew Jersey, 217. in New York, 231. in Ohio, 254. in Pennsylvania, 278. statistical table, 754, 755. Finland, educational condition of, cxcvi, cxcvii. Pitch, W. H., report of, respecting myopia among school children, ccl. Fitchburg, Mass., schools of, 144, 145, 146. Five Nations, schools of, 372-375. Flint, Mich., schools of, 1.61, 162. Florida, summary of educational condition, xlv, xlvi. abstract, 52-57. Fond du Lac, Wis., schools of, 344. Forestry, instruction in, cclviii-cclx. Fort Wayne, Ind., schools of, 81. Foster, E. K., term of office of, 57. France and its colonies, educational condition of, cxcvii-cci. Freeport, Ill., schools of, 70, 71. Fremont, Ohio, schools of, 248, 249. Funds, school. See the heading State School Sys¬ tem, under the respective States, management of, xxvi. comparison of, for ten years, xxxix. Furniture, apparatus, & c., summary of patents for school, cxc, cxci. patents of school, 903-905. G. Galesburg, HI., schools of, 70, 71. Gallaudet, E. M., remarks of, on means of instruct¬ ing deaf-mutes, clxxii, clxxiii. Georgetown, I). C., schools of, 360-364. Georgetown College, 364. Georgia, summary of educational condition, xlv. abstract, 58-65. Germany, educational condition of, cci-ccx. Gilmour, Neil, term of office of, 235. Gloucester, Mass., schools of, 144, 146. Golden, Colo., schools of, 32. Gold Hill, Nev., schools of, 203. Gonzaga College, 364. Gordon, John B., obituary notice, 17. Gower, Cornelius A., term of office of, 169. Grand Rapids, Mich., schools of, 161, 162. Great Britain, educational condition of, ccx-ccxiv. Greece, educational condition of, ccxiv, ccxv. Green Bay, Wis., schools of, 344. Greenwich, Conn., schools of, 40. Gregory, John M., remarks of, on college govern¬ ment, cxxxiv, cxxxv. Groves, James H., term of office of, 51. H. Haldeman, Samuel S., obituary notice, 281. Hamburg, educational condition of, cciv. Hamilton, Ohio, schools of, 248, 249. Hannibal, Mo., schools of, 187, 188. Harris, Robert, obituary notice, 242. Harrisburg, Pa., schools of, 268,269. Hartford, Conn., schools of, 40. Harvard Annex, requisites for admission to, cxxii. Harvard University, xcix, 150, 151, 152. Haverhill, Mass., schools of, 144, 146. Helena, Mont., schools of, 379. Hemenway, Mrs., gifts to education of, lxxxvii. Hesse-Darmstadt, educational condition of, cciv. High schools. See the heading Secondary Instruc¬ tion, under the respective States, in cities, lxxxv. connection of, with State universities, cxi-cxv, cxxxii, cxxxiii. Hoboken, N. J., schools of, 214. Holland, educational condition of, ccxxi-ccxxiv. Hollingsworth, O. N,, term of office of, 315. Holyoke, Mass., schools of, 144, 146. Hopkins Grammar School, cxxxiii. Houghton, Jonathan S., term of office of, 389. Houston, Tex., schools of, 311. Howard University, 365. Hudson, N. Y., schools of, 222. I. Iceland, educational condition "of, cxcvi. Idaho, summary of educational condition, Iv. abstract, 368-371. Hlinois, summary of educational condition, lii. abstract, 66-77. Hlinois Industrial University, students’ govern¬ ment in, cxxxiv, cxxxv, 73, 74. Hliteracy, among German recruits, cci. in Italy, ccxvi-ccxviii. Imbeciles. See Feeble-mirlded, schools for the. Income and expenditure, school, in the United States, xxii-xxiv. comparison of, for ten years, xxxix. Indiana, summary of educational condition, lii. abstract, 78-87. Indianapolis, Ind., schools of, 81. Indiana State University, 83. Indians, education of, cxliv. special schools for, ccxiv. schools for, in New York, 221. schools for, in Pennsylvania, 278. education of, at Hampton, Ya., 329, 331, 332. Indian Territory, summary of educational con¬ dition, lv, lvi. abstract, 372-375. Industrial education, ccxxxiv-ccxxxviii. Industrial instruction for women in Belgium, cxciii. Industrial training. See the heading Special In¬ struction, under the respective States, statistical table, 813-821. Infant asylums, summary of statistics of, clxxxvii. table of statistics, 808-812, Institutes. See the headings Training of Teach¬ ers and Educational and Conventions, under the respective States. International Educational Congress at Brussels, cxciii-cxcvi. International Society for Investigating and Pro¬ moting the Science of Teaching, 396. Inter State Oratorical Contest, 398. Iowa, summary of educational condition, liii. abstract, 88-97. Iowa Agricultural College, cxl, 94. Iowa Reform School, clxxxv. Ireland, educational condition of, ccxiv. Ironton, Ohio, schools of, 248-250. Italy, educational condition of, ccxv-ccxx. Ithaca, N. Y., schools of, 222, 223. 910 INDEX. J. Jackson, Micla., schools of, 161, 162. Jacksonville, Fla., schools of, 55. Jamaica, educational condition of, ccxxxi. Janesville, Wis., schools of, 344. J apan, educational condition of, ccxxviii, ccxxix. Javal, Dr., article of, on physiology of reading and writing, ccl-cclv. J effries, J oy, report of, respecting color blindness among school children, ccxlix-ccl. Jersey City, 1ST. J., schools of, 214. John C. Green School of Science, cxlvii. J olins Hopkins University, xcix, 137, 138. J oliet, HI., schools of, 70, 71. Jones, W. W. W., term of office of, 199. Journals, educational. See the heading Training of Teachers, under the respective States. K. Kalamazoo, Mich., schools of, 161, 162. Kansas, summary of educational condition, xlviii. abstract, 98-107. Kansas Academy of Science, 106. Kansas City, Mo., schools of, 187, 188. Kansas State Agricultural College, 104, 105. Kedzie, William K., obituary notice, 257. Kentucky, summary of educational condition, xlviii, xlix. abstract, 108-115. Kentucky University, 112, 113. Kerlin, Isaac 1ST., investigations of, as to causes of idiocv, clxxix. Keyes, Addison A., term of office of, 235. Key West, Fla., schools of, 55. Kiehle, D. L., term of office of, 177. Kimball, F. H., report of, respecting myopia among school children, ccl. Kindergarten. See the heading State School Sys¬ tem, under the respective States, summary of statistics, with remarks, ci-ciiL statistical table, 492-522. Kingston, A . Y., schools of, 222, 223, 224. Knoxville, Tenn., schools of,' 301, 302. L. La Crosse, Wis., schools of, 344. Lafayette College, 275. Lancaster, Pa., schools of, 268, 269. Land grants and reservations, educational, xxvi- xxxiv. Lansing, Mich., schools of, 161, 162. Law, schools of. See the heading Scientific and Professional Instruction, under the respec¬ tive States. schools of, for the colored race, lx, lxi. summary of statistics of schools of, with re¬ marks, cxlix-clii. schools of, table of statistics, 701-705. degrees conferred in schools of, 732, 733. benefactions to schools of, 864, 867. Lawrence, Kans., schools of, 101, 102. Lawrence, Mass., schools of, 144, 146. Leadville, Colo., schools of, 32. Leavenworth, Kans., schools of, 101, 102. Lebanon, Pa., schools of, 268, 269, 270: Lehigh University, 275. Lemmon, Allen 15., term of office of, 107. Lenox, James, obituary notice, 234. Lewiston, Me., schools of, 127, 128. Libraries, summary of statistics of public, clxvi, clxvii. statistical table of public, 738-741. Lima, Ohio, schools of, 248, 250. Lincoln, R. I., schools of, 285, 286. Little Rock, Ark., schools of, 15. Lockport, N. Y., schools of, 222, 224. Logansport, Ind., schools of, 81. London, educational condition of, ccxii. Long, Governor, remarks of, on cost of education, xxxvi-xxxvii. Long Island City, H. Y., schools of, 222, 224. Los Angeles, Cal., schools of, 22. Louisiana, summary of educational condition, xlvi, xlvii. abstract, 116-123. Louisiana State University and Agricultural and Mechanical College, 121. Louisville, Ky., schools of, 111. Lowell, Mass., schools of, 144, 146. Luce, K. A., term of office of, 131. Lynchburg, Va., schools of, 328. Lynn, Mass., schools of, 144,146. M. McClellan, George B., recommendation of, respect¬ ing New Jersey schools, xxiv. McCook, A. McD., report of, respecting Army schools, ccxliii, ccxliv. McKeen, Miss P. F., obituary notice, 156. Macon, Ga., schools of, 61, 62. Madison, Wis., schools of, 344. Maine, summary of educational condition, xli. abstract, 124-131. Maine State College of Agriculture and the Me¬ chanic Arts, 130. Malden, Mass., schools of, 144, 146. Malta, educational condition of, ccxx, ccxxi. Manchester, U. H., schools of, 207. Mansfield, Edward D., obituary notice, 257. Mansfield, Ohio, schools of, 248, 250. Marietta, Ohio, schools of, 250. Marlborough, Mass./schools of, 144,146. Marvel, L. H., report of, on industrial education, ccxxxvii. Maryland, summary of educational condition, xliv. abstract, 132-139. Maryland Agricultural and Mechanical College, 137. Maryland House of Refuge, clxxxv. Maryland Institute, ccxxxix. Massachusetts, summary of educational condition, xli, xlii abstract, 140-157. Massachusetts Institute of Technology, cxliii. Massachusetts State Reform School at Westboro’, clxxxii, clxxxiv, clxxxv. Meadville, Pa., schools of, 268, 270. Medford, Mass., schools of, 144. Medicine, schools of. See the heading Professional Instruction, under the respective States, schools of, for the colored race, lx, lxii. summary of statistics of schools of, with re¬ marks, clii-clv. schools of, statistical table, 706-717. table of degrees conferred in schools of, 733. benefactions to schools of, 866, 867. Memphis, Tenn., schools of, 301, 302. Meriden, Conn., schools of, 40. Michigan, summary of educational condition, li, lii. abstract, 158-169. Michigan State Agricultural College, 165. Michigan University, relation of, to preparatory schools, cxxxii. Middletown, Conn., schools of, 40. Milford, Mass., schools of, 144. Military Academy, summary of examinations for admission to the, 718. Miller, T. B., and the sale of medical degrees, clxiii- clxv. Millville, H. J., schools of, 214. Milwaukee, Wis., schools of, 344, 345. Minneapolis, Minn., schools of, 173. Minnesota, summary of educational condition, liii. abstract, 170-177. Minnesota State Reform School, clxxxiv. Mississippi, summary of educational condition, xlvi. abstract, 178-183. Missouri, summary of educational condition, xlviii. abstract, 184M93. Missouri Agricultural and Mechanical College, 190. Mobile, Ala., schools of, 7, 8. Montana, summary of educational condition, lvi. abstract, 376-379. Montgomery, Ala., schools of, 7, 8. Moon, William, embossed alphabet of, clxxvi, note. Morals, instruction in, xxxv, xxxvi. Muscatine, Iowa, schools of, 91, 92. Museums, graphic methods in educational, cclx- cclxii. INDEX, 911 ffusic, instruction in, in New York, 231. in Oliio, 255. in Pennsylvania, 279. ! in Rhode Island, 288. Muskegon, Mich., schools of, 101, 162, 163. Slyopia, in German schools, ccii. report on, of Drs. W. H. Fitch and F. H. Kim¬ ball, ccl. N. Nashua, N. H., schools of, 207. Nashville, Tenn., schools of, 301, 302. Natal, educational condition of, ccxxix. Natick, Mass., schools of, 144. National Academy of Sciences, 400. National Deaf-Mute College, 365. National Eclectic Medical Association, 403. National Educational Association, 393. National German- American Teachers’ Associa¬ tion, 397. Naval Academy, summary of examinations for ad¬ mission to the, 719. Nebraska, summary of educational condition, liii, liv. abstract, 194-199. Necrology. See individual entries in this index, and heading Obituary Record, under the re¬ spective States. Netherlands (The), educational condition of, ccxxi- ccxxiv. Nevada, summary of educational condition, L abstract, 200-203. Newark, N. J., schools of, 214. Newark, Ohio, schools of, 248. iNew Bedford, Mass., schools of, 144, 146, 147. New Britain, Conn., schools of, 40. New Brunswick, educational condition of, ccxxxi. New Brunswick, N. >J., schools of, 214, 215. Newburgh, N. Y., schools of, 222, 224. Newburyport, Mass., schools of, 144. Newcastle, Pa., schools of, 268,270. Newell, M. A., term of office of, 139. New England Association of School Superintend¬ ents, 395. New Hampshire, summary of educational condi¬ tion, xli. abstract, 204-209. New Haven, Conn., schools of, 40. 41. New Jersey, summary of educational condition, xliii. abstract, 210-217. New Jersey Reform School, clxxxii. New London, Conn., schools of, 40. New Mexico, summary of educational condition, lvi. abstract, 380. New Orleans, schools of, 120. Newport, Ky., schools of, 111. Newport, R. I., schools of, 285,286. New South Wales, educational condition of, ccxxxii-ccxxxiv. Newton, Mass., schools of, 144, 147. New York, summary of educational condition, xlii, xliii. abstract, 218-235. New York, N. Y., schools of, ccxlii, 222, 224, 225. Norfolk, Va., schools of, 328. Normal schools. See, also, the heading Training of Teachers, under the respective States, for the colored race, lviii, lxi. summary of statistics of, with remarks, lxxxvii-c. statistical table, 464-479. Norris, John, efforts of, to suppress traffic in pro¬ fessional degrees, clxii-olxv. Norristown, Pa., schools of, 268, 270. North Adams, Mass., schools of, 144. Northampton, Mass., schools of, 144, 147. North Carolina, summary of educational condition, xliv, xlv. abstract, 236-243. Northrop, B. G-., term of office of, 45. Norwalk, Conn., schools of, 40. Norwich, Conn., schools of, 40, 41. Nova Scotia, educational condition of, ccxxx. Nurses, education of, summary of statistics, clxvii, clxviii. in Massachusetts, 154. in Missouri, 192. Nurses, education of, &c., in New York, 232. in Pennsylvania, 279. in District of Columbia, 366. table of statistics of schools for, 742, 743. O. Oakland, Cal., schools of, 22. Officers, school. See the headings State School System and Chief State School Officer, un¬ der the respective States. Ogdensburg, N. Y., schools of, 222, 225. Ohio, summary of educational condition, li. abstract, 244-257. Ohio State University, 252, 253. Omaha, Nebr., schools of, 196, 197. Ontario, educational condition of, ccxxx. Orange, N. J., schools of, 214. 215. Oratory, training in, in New York, 232. in Pennsylvania, 279. Oregon, summary of educational condition, li. abstract, 258-263. Orphan or dependent children. See, also, the heading Special Instruction, under the re¬ spective States. summary of statistics of institutions for, clxxxvi. clxxxvii. statistical table of institutions for, 768-807. Orr, Gustavus J., term of office of, 65. Oshkosh., Wis., schools of, 344, 345. Oswego, N. Y., schools of, 222, 225. Ottawa, Ill., schools of, 70, 71. Ottumwa, Iowa, schools o£ 91, 92. P. Paducah, Ky., schools of, 111. Paris, France, cost of educational system of, cc. Paterson, N. J., schools of, ccxli, ccxlii, 214, 215. Patterson, James W., term of office of, 209. P awtucket, R. I., schools of, 285, 286. Peabody, Mass., schools of, 144. Peabody fund, resolution of trustees of, respect¬ ing education at the South, lxiv. disbursements of, lxv. aid from the, in Alabama, 7. in Arkansas, 14, 15. in Florida, 55. in Georgia, 61. in Louisiana, 119. in Mississippi, ISO. in North Carolina, 239. in South Carolina, 293. in Tennessee, 301. in Texas, 311. in Virginia, 327. in West Virginia, 337. Peirce, B., obituary notice, 157. Pendleton, W. K., term of office of, 339. Pennsylvania, summary of educational condition, xliii. abstract, 264^281. Pennsylvania State College, 275. Peoria, HI., schools of, 70, 71. Perrault, Joseph, term of office of, 371. Petersburg, Va., schools of, 328. Pharmacy, instruction in, in California, 25. in Hlinois, 75. in Kentucky, 114. in Maryland, 138. in Massachusetts, 152. in Michigan, 166. in Missouri, 191. in New York, 230. in Ohio, 254. in Pennsylvania, 277. in Tennessee, 305. statistical table, 710, 711, 717. degrees conferred in schools of, 734. Philadelphia, Pa., schools of, 268, 270, 271. Phillips Academy, Andover, Mass., course of study in, cxii. Phillips Exeter Academy, course of study in, cxii, cxiii. Pickett, J. D., term of office of, 115. Pittsburgh, Pa., schools of, 268, 271. Pittsfielff Mass., schools of, 144, 147. Plainfield, N. J., schools of, 214. INDEX. 912 Port Huron, Mich., schools of, 161, 163. Portland, Me., schools of, 127, 128. Portland, Oreg., schools of, 261. Portsmouth, N. H., schools of, 207. Portsmouth, Ohio, schools of, 248, 250. Portsmouth, Ya., schools of, 328. Portugal, educational condition of, ccxxiv. Pottsville, Pa., schools of, 268, 271. Poughkeepsie, N. Y., schools of, 222, 225. Powell, L. J., term of office of, 263. Pratt, Lieutenant, work of, in Indian education, ccxlv. Preparatory departments of colleges, cxxxi. Preparatory schools. See the heading Secondary Instruction, under the respective States* summary of statistics of, cix-cxi. scientific study in, cxvi, cxvii. statistical table, 613-622. benefactions to, 868, 869. Providence, R. I., schools of, 285, 286. Prugli, Lewis, obituary notice of, 86. Prussia, educational condition of, cciv-ccix. Publications, summary of educational, clxxxix- cxci. table of educational, 876-902, Purdue University, 83, 84. Q- Quebec, educational condition of, ccxxxi. ueensland, educational condition of, ccxxxiv. uincy, HI., schools of, 70, 71. Quincy, Mass., schools of, 144, 147. R. Racine, Wis., schools of, 844, 345. Reading, Pa., schools of, 268, 271. Reading, physiology of, ccl, ccli. Reform schools. See the heading Special Instruc¬ tion, under the respective States, summary of statistics of, with remarks, clxxx- clxxxv. statistical table, 756-767. Rhode Island, summary 'of educational condition, xlii. abstract, 282-289. Richmond, Ind., schools of, 81. Richmond, Va., schools of, 328. Robinson, President, remarks of, on college en¬ trance examinations, cxxxiii. Rochester, H. Y., schools of, 222, 225. Rockford, Ill., schools of, 70, 71. Rock Island, HI., schools of, 70, 71. Rockland, Me., schools of, 127, 128. Round Hill School, cxv. Ruffner, William H., term of office of, 333. Rural schools, at home and abroad, xvii-xix. examination of, xxxiv, xxxv. Russia, educational condition of. ccxxiv. Rutgers College, 216. Rutland, Vt., schools of, 319. S. Sacramento, Cal., schools of, 22. Saginaw, Mich., schools of, 161, 163. St. Joseph, Mo., schools of, 187, 188. St. Louis, Mo., schools of, 187, 188. St. Paul, Minn., schools of, 173. Salem, Mass., schools of, 144, 147. San Antonio, Tex., schools of, 311, 312. Sandusky, Ohio, schools of, 248, 250. San Francisco, Cal., schools of, ccxlii, 22. Sanitation and education, ccxlvi-ccxlix. San Jose, Cal., schools of, 22. Saratoga Springs, N. Y., schools of, 222, 225. Savannah, Ga., schools of, 61, 62. Savings banks, school, in France, cxcviii. Scarborough, John C., term of office of, 243. Schenectady, FT. Y., schools of, 222. School age and population, statistics of, in the Union, xi-xiii. School boards, lxxxii. School buildings, rules for construction of, ccxlvi- ccxlix. School funds, management of, xxvi. comparison of, for ten years, xxxix. School furniture. See Furniture. School grounds, cclv. School of Design of the University of Cincinnati, 255. School officers. See the headings State School System and Chief State School Officer, under the respective States, i School of Min«s of Columbia College, 229. School population, comparison of, for ten years, xxxvii, xl. School property, exemption of, from taxation, cclv-cclvii. Science, schools of. See the heading Scientific and Professional Instruction, under the respec¬ tive States. summary of statistics of, cxxxvi-cxxxix. schools of, in England, ccxii. statistical table, 677-689. benefactions to schools of, 860-863. Scientific instruction, popular, ccxxxviii, ccxxxix. Scientific investigations, government, cclx. Scientific schools, unendowed, recent history of, cxlvi-cxlviii. summer, ccxlv-ccxlvi. Scotland, educational condition of, ccxiii, ccxiv. Scranton, Pa., schools of, 268, 271, 272. Sears, Barnas, remarks of the late, lxv. obituary notice of, 332, 333. Secondary instruction. See the heading Secondary Instruction, under the respective States, for the colored race, lix, Ixi. summary of statistics of schools for, with re¬ marks, civ-cix. in Germany, ccvi-ccix. statistical table, 523-612. benefactions to institutions for, 868-875. Sedalia, Mo., schools of, 187, 188. Seguin, Rdouard, obituary notice of, 235. Selma, Ala., schools of, 7, 8. Sessions, D. R., term of office of, 203. Sewing in public schools, ccxxxviii. in Boston, Mass., 154. in Syracuse, N. Y., 226. Shamokin, Pa., schools of, 268, 272. Shannon, Richard D., term of office of, 193. Shattuck, Joseph C., term of office of, 35. Sheffield Scientific School, 42. Shenandoah, Pa., schools of, 268, 272. Sherman, Moses H., term of office of, 355. Shipherd, Esther R., obituary notice, 256, 257. Shoemaker, Jacob W., obituary notice, 281. Shropshire, W. F., obituary notice of, 307. Slade, James P., term of office of, 77. Slaughter, John, term of office of, 392. Smith, J. A., term of office of, 183. Smith, W. Egbert, term of office of, 379. Smith, Walter, report of, regarding drawing in ' public schools, ccxxxv. Smith College, requisites for admission to, cxxi. Society for Political Education, 402. Somerville, Mass., schools of, 144, 147. South, education in the, lvii-lxv. / South Bend, Ind., schools of, 81. South Carolina, summary of educational condi¬ tion, xlv. abstract, 290-297. Spain, educational condition of, ccxxv. Spaulding, Jacob S., obituary notice, 322. Spelling Reform Association, 397. Spelling reform in Germany, cci, ccii. Springfield, Mass., schools of, 144, 147, 148. Springfield, Ohio, schools of, 248, 250. Stamford, Conn., schools of, 40. State boards of education. See the heading State School System, under the respective States. State boards of examiners. See the heading State School System, under the respective States. State reports. See the heading State School Sys¬ tem, under the respective States. State superintendents. See the headings State School System and Chief State School Officer, under the respective States. Statistical tables, 405-905. Statistics, educational, collection of yii, viii. means of comparison of, xvi, xvii. Statistics, school of, at Berlin, ccv. Steubenville, Ohio, schools of, 248, 250. Stevens Institute of Technology, cxlvii, cxlviii. Stillwater, Minn., schools of, 173. INDEX. 913 Stockton, Cal., scliAls of, 22. Stockwell, Thomas B., term of office of 289. Superintendents, qualifications and duties of, lvYvii, lxxxiii. Superior instruction. See the heading Superior Instruction, under the respective states. Superior instruction of women. See Women. Also, y the heading Superior Instruction, under the respective States. Sweden, educational condition of, coxxv. Switzerland, educational condition ot, ccxxv, Syracuse, X. Y., schools of, 222, 225, 226. T. Tasmania, educational condition of, ooxxxiv. Taunton, Mass., schools of, 144, 148. Taxation, exemption of school property from, cclv- cclvii. Taylor, John, term of office ot, 385. Teachers. See the heading Training of Teachers, under the respective States, pay of school, xv, xvi. selection and appointment of, xx. average pay of, how computed, xx,xxL comparative number of, tor ten years, xxxvui. tenure and supervision of, xxv. institutes for, xcviii, xcix. pensions for, in England, ccxi. pay of, in Italy, ccxvi. Tennessee, summary of educational condition, xhx. abstract, 298, 307. Terre Haute, Ind., schools of, 81, 82. Texas, summary of educational condition, xlvn. abstract, 308-315. Text hooks, maimer and cost ot supplying, xxxvn. used in law schools, cli. for the blind, clxxvi. Theology, schools of. See the heading Scientino and Professional Instruction, under the re¬ spective States. . schools of, for the colored race, lx, Ixl summary of statistics of schools ox, oxlviii— cxlix. statistical table, 690-700. degrees conferred in schools of, 732. benefactions to schools of, 862-865. ... Thompson, Charles O., remarks of, on industrial training, ccxxxvii. Thompson, Hugh S., term of office of, 297. Thompson, J. H., obituary notice of, 97. Tiffin, Ohio, schools of, 248, 250, 251. Titusville, Pa., schools of, 268, 272. Toledo, Ohio, schools of, 248. 251. Topeka, Kans., schools of, 101, 102. Towne Scientific School, cxlvii. Trenton, N. J., schools of, 214, 215. Trinity College, 42. Trousdale, Leon., term of office of, 307. Troy, N. Y., schools of, 222, 226. Truanoy in cities, lxxxv. TJ. United States Army schools, ccxlii-ccxliv. United States Military Academy, 229, 718. United States Naval Academy, 137, 719. Universities, land grants to, xxvii, xxx, xxxi. attendance on, in Germany, ccii. list of. in Great Britain and Ireland, ccxn, ccxiii. list of, in the Netherlands, ccxxn. Universities and colleges. See the heading Supe¬ rior Instruction, under the respective States, for the colored race, lix-lxi. summary of statistics of, with remarks, cxxn- cxxxvi. requisites for admission to, cxxxm, oxxnv. statistical table, 640-676. table of degrees conferred m, 720-731. benefactions to, 848-860. University of Alabama, 9. University of California, oxxxiii, 24, 25. University of Colorado, 33. University of Deseret, 385. University of Georgia, 63, 64. University of Iowa, 93, 94. University of Kansas, 103, 104. University of Michigan, 104.165. University of Minnesota, 175, 176. University of Mississippi, 182. University of Missouri, 189, 190, 191. University of Nebraska, 198. University of Nevada, 203. University of North Carolina, 241. University of Oregon, 262. University of Pennsylvania, 274, 275. University of South Carolina, 295. University of Southern Califomia, 24. University of Tennessee, 304. University of the State of ]STew York, 228. University of Tokio, coxxviii, ccxxix. University of Vermont, 320, 321. University of Virginia, 330. University of Washington Territory, 389. University of Wisconsin, 347. Utah, summary of educational condition, lvn abstract, 382-385. Utica, N. Y., schools of, 222-226. V. Van Nostrand, Jacob, obituary notice, 235. Vassar College, requisites for admission to, cxxi. Vermont, summary of educational condition, xli. abstract, 316-323. Verviers, industrial school at, cxcm. Victoria, educational condition of, ccxxxiv. Vincennes, Ind., schools of, 81, 82. Virginia, summary of educational condition, xliv. abstract, 324-333. Virginia City, Nev., schools of, 202, 203. Von Coelln, C. W., term of office of, 97. W. Walker, Newton P., work of, among the deaf and dumb, clxxi. Waltham, Mass., schools of, 144, 148. Warwick, R. I., schools of, 28o, 286. Washington, D. C., schools of, 360-364. Washington Territory, summary ot educational condition, lvi, lvii. abstract, 386-389. . Washington University Manual Training School, oxlviii, ccxxxvii, ccxxxviii. Waterbury, Conn., schools of, 40, 41. Watertown, Wis., schools of, 344, 345. Watson, James C., obituary notice, 168. Wellesley College, requisites ot admission to, cxxi. Wesleyan Female College, 50. Wesleyan University, 42. West Dos Moines, schools of, 91, 9i. West Virginia, summary of educational condition, xlix, 1. abstract, 334-339. West Virginia University, 338. Western House of Refuge, elxxxu, clxxxm. Western Pedagogical Association, 396. Westfield, Mass., schools of, 144. Weymouth, Mass., schools of, 144. Wheeling, W.Va., schools of, 337. White, Andrew D., letter of, respecting sale of American degrees in Germany, clxi. Whitford, William C., term of office of, 349. Wickersham, James P., term of office oi, 28L Wilkes-Barre, Pa., schools of, 268, 272. Williamsport, Pa., schools of, 268, 272. Williston Seminary, course of scientific study in, cxvii. Wilmington, Del., schools ot, 49. : Wilmington, N. C., school for neglected ohildren Wilson! J. Ormond, term of office of, 367. Winona, Minn., schools of, 173. Wisconsin, summary of educational condition, lii, liii. abstract, 340-349. Wisconsin Phonological Institute, clxvni. Woburn, Mass., schools of, 144, 148. Women. See the heading Superior Instruction, under the respective States, as voters and school officers, xxv, xxvx on school hoards, . 56 E 914 INDEX. Women, summary of institutions for the superior instruction of, with remarks, cxvii-cxxii. education of, in Brussels, cxciii. colleges for, ccxii. statistical table of institutions for, 623-639. degrees conferred by schools for the higher education of, 735-737. benefactions to institutions for the superior instruction of, 866, 867. Woodyatt, W. H., obituary notice, 77. Woolworth, Samuel B., obituary notice, 234. Woonsocket, R. I., schools of, 285, 286. Worcester, Mass., schools of, ccxl, ccxii, 144, 148. Writing, physiology of, ccl-cclv. Wiirttemberg, educational condition of, ccx. Wyoming, summary of educational condition, lvii. abstract, 390-392. Y. Yale College, cxxxiii, 42. Yankton, Dak., schools of, 358. York, Pa., schools of, 268, 272. Youngstown, Ohio, schools of, 248, 251. Z. Zanesville, Ohio, schools of, 248, 251. c